Reimagining curriculum in the climate emergency: An urgent educational imperative
Written by: Victoria Jamieson and David Aldridge
5 min read
VICTORIA JAMIESON, SENIOR LECTURER IN EARLY YEARS EDUCATION, FACULTY OF EDUCATION, EDGE HILL UNIVERSITY, UK
DAVID ALDRIDGE, PROFESSOR OF TEACHER EDUCATION, FACULTY OF EDUCATION, EDGE HILL UNIVERSITY, UK
The climate crisis presents a troubling existential challenge for future generations, yet formal education continues to marginalise its significance and urgency. As extreme weather events intensify and scientific warnings grow ever more urgent (IPCC, 2022), the fragility of the natural world is no longer a distant concern but an immediate reality for children and young people. Political regression in global climate commitments, such as the United States’ withdrawal from the Paris Agreement and the UK government’s proposal to build a further runway at Heathrow airport, further undermine a commitment to and collective action for the climate emergency. These actions send a troubling message to young people already burdened by climate anxiety (Sanson et al., 2019). Despite growing
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