The school as a means of changing or reproducing attitudes towards climate protection? Energy education in the context of class differences and “energy habitus”

Beyond “Geological Nature,” Fatalistic Determinism and Pop‐Anthropocene: Social, Cultural, and Political Aspects of the Anthropocene

“…It can be paid to the “global climate rescue fund.” This can be called an introduction to the discussion about the anthropocentric critique of political economy. However, such actions cannot ignore other main dimensions of public life: social policy that will support lower classes in bearing the costs of the green transition, new tasks for universities, which should combine climate science with social and cultural perspectives (Naylor & Veron, 2021) , critical education that will not exclude and discourage young people from lower classes from supporting ecological policy (Żuk, 2023b), as well as a new model of regional development for those who will not benefit from energy transition (residents of coal basins and employees of the mining industry and the traditional energy sector) (Żuk, 2023c).…”