School climate strikes - and how we work with students on global citizenship

[Boyd Roberts]

On Friday this week (i.e. tomorrow, February 15th 2019) some school students in the UK are going on strike from school to take part in demonstrations calling for action on climate change.

This is part of an international movement with different names in different countries, including Fridays for the Future, Youth for climate or Youth strike 4 climate, with students leaving their school to take part in demonstrations for climate action.

 

This movement has its origins in the actions of a Swedish student Greta Thunberg, then in grade 9, in August 2018. She went on strike from school to protest against the lack of action by the Swedish government to reduce climate change. She herself was inspired by the March for our lives actions organised by school students from Parkland Marjory Stoneman Douglas High School in Florida following a shooting massacre in their school.

 

Read more about the climate strikes at https://en.wikipedia.org/wiki/School_strike_for_climate

 

School teachers and administrators have responded in different waves to strike action by their students. Some take a hard line and say that students not going to school should be subject to disciplinary action. Others are supportive of the students’ concerns and give permission. In some cases, parents give permission on the basis that this is for an exceptional reason. In some schools, while supporting students’ concerns, administrators still take disciplinary action against the voluntary absenteeism.

 

The school strikes highlight a number of points.

It is the younger generation that will suffer the worst effects of climate change, caused by the actions and inactions of older generations. Our generations, whose lifestyle and decisions have caused climate change, have not devised satisfactory and effective ways to address it. Yet as adults in charge of schools and the education system, we also have the power and control over young people – what they learn in school, what we teach them and what actions we permit them to take.

 

Scientists in a number of countries have actively supported the actions of students, on the basis that there are some things that are more important than school – addressing climate change being one.

 

Some say I should be in school. But why should any young person be made to study for a future when no-one is doing enough to save that future? What is the point of learning facts when the most important facts given by the finest scientists are ignored by politicians.

Greta Thunberg

Swedish student, aged 15

 

 

This raises issues for those of us involved in the IGCA or working with young people in other ways as they develop as global citizens.

 

Should we only teach “facts” about global issues, or should we encourage action to address them?

 

To what extent should young people be able to determine their own responses and actions to global issues?

 

Should students only be able to take “permitted” actions, that we devise or approve of?

 

Should we be supporting students to take action about important issues that they have devised, even if we have some concerns about those actions?

 

More generally, how do we encourage young people to care about and act on important global issues, without trying to control everything?

 

What is our role as mentors in the IGCA? How can we support students in what they want to do, rather than directing them?

 

I’m merely raising questions.

 

Do give any thoughts or responses here.