Unruly kids? Conceptualizing and defending youth disobedience

Mattheis, Nikolas

doi:10.1177/1474885120918371

Cited by 24 publications

(18 citation statements)

References 45 publications

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“…Communities globally are mobilising to demonstrate their concern (UNESCO-GAP, 2019). Young people enact civil disobedience (Mattheis, 2020) in the form of school strikes to ensure their voices are heard, that they enact politics, and that they are not ignored. They are supported by community members of all ages, sharing concerns and taking action.…”

Section: Civil Disobedience and The Future Of Educationmentioning

confidence: 99%

School strikers enacting politics for climate justice: Daring to think differently about education

White

Ferguson

Smith

et al. 2021

Aust. J. environ. educ.

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Two school strikers − Niamh and Harriet − come together with two environmental education academics − Peta and Joseph − to explore what it means to be young people enacting politics for the environment in Australia, and what this might mean for re-imagining education. Niamh and Harriet are leaders of, and were integral to initiating, the highly effective School Strike 4 Climate − Australia (SS4C) movement, enacting ‘principled disobedience’. Peta and Joseph work in teacher education, preparing future teachers who will teach students who are increasingly climate savvy and politically active. In coming together and through the lens of pragmatism, we highlight the political nature of what Niamh and Harriet have been undertaking as they negotiate social, cultural, educational and environmental issues implicated in the climate crisis. Collaborative autoethnography framed our exploration of motivations for action, politics and education within our communities. Through Niamh’s and Harriet’s experiences, we explore how young people express agency while developing identity. Our autoethnographic conversations highlighted the experience and political agency that many of our young people demonstrate and led to us reflecting on the resulting opportunity for educators to ‘dare to think’ differently about education.

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Section: Civil Disobedience and The Future Of Educationmentioning

confidence: 99%

School strikers enacting politics for climate justice: Daring to think differently about education

White

Ferguson

Smith

et al. 2021

Aust. J. environ. educ.

View full text Add to dashboard Cite

show abstract

“…The lack of violence apparently enhances the legitimacy of the cause of the civil disobedience movement and encourages more people to join (Chenoweth and Stephan, 2011). A current example of civil disobedience is the 'Fridays for Future' movement, an international movement that encourages students not to attend school on Fridays and instead attend demonstrations on climate change policies (Mattheis, 2020). While the students participating in these so-called school strikes do not harm any authorities directly, they might conceivably inflict harm on themselves and their own futures by putting their school results at risk through non-attendance.…”

Section: Challenges Within Political Systemsmentioning

confidence: 99%

Options for developing European strategies on citizenship education

Abs

2021

European Educational Research Journal

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This article explores the tools and strategic options for policymaking of two European intergovernmental organisations in the area of citizenship education. The first section analyses the policy tools used to date, whereas the second section presents current global, political and education-specific challenges in the field. The third section investigates options for how the two organisations might develop their policymaking in future years with a view to formulating recommendations to enable these organisations to make the best use of the policy tools and resources at their disposal. Overall, the article suggests that both the Council of Europe and the European Union are facing significant legal and resource restraints – to a greater extent where the Council of Europe is concerned and to a somewhat lesser extent for the European Union – that limit their capacity to shape and enforce citizenship education policymaking at national levels. Both institutions therefore rely heavily on informational and, to some extent, financial and organisational tools to influence policymaking. Finally, the paper presents a set of clear and actionable goals for improving the power and impact of the informational and organizational policy tools at the disposal of both institutions.

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“…Educators could use more empowerment-oriented approaches that make pupils aware of both-where their power lies in an unjust system, as well as how they are indeed (unknowingly) already using their power. Educators could also be candid about current possibilities for informal democratic participation by children and their (legal) consequences, rather than addressing these topics polemically or mobilizing adultist laws in order to self-justify "punishment" in diverse forms (e.g., Mattheis, 2020).…”

Section: Childist Educational Practices In Schoolsmentioning

confidence: 99%

“…Instead, there is a case to be made that their example offers a possibility for adults and adultist societies to learn from. Research on the German context shows that young activists are emerging as a strong influence on increasing socio-political awareness regarding the climate crisis in their societies (Wahlström et al, 2019;Bergmann and Ossewaarde, 2020;de Moor et al, 2020;Haunss and Sommer, 2020;Mattheis, 2020;Meade, 2020). Their activism, which includes deliberately excluding themselves from the spacio-temporality of schools to protest on streets every Friday, has been met with vehement political opposition (Bergmann and Ossewaarde, 2020;Haunss and Sommer, 2020;Meade, 2020).…”

Section: Introductionmentioning

confidence: 99%

Letting Teach: Gen Z as Socio-Political Educators in an Overheated World

Biswas

2021

Front. Polit. Sci.

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In this article, the author begins by grasping the present crisis through the social anthropological description of overheating. She then locates “Generation Z (Gen Z)” as a generation born into an overheated era and distinguishes their socio-political struggle for intergenerational climate justice from preceding generations. Following that, the author presents an analysis of the oppressive adultist dimensions of the challenges confronted by Gen Z activists like Greta Thunberg. She does so by engaging with examples from the German context. The objective of the discussion on adultism faced by Gen Z activists consequently establishes that young activists demonstrate relentless courage and hence their contribution deserves a legitimate place in rethinking socio-political “education.” Her reading reveals that young activists are simultaneously resisting adult opposition and contributing to educating older generations about the intergenerational dimensions of the climate crisis. Therefrom, the author proposes that one may re-think the matter at hand from a childist standpoint which implies a re-cognition of pupils' agency within education i.e., intergenerational relating, as something that adults can also learn from. She suggests that an integral dimension of reflexivity in further developing childist educational theory and praxis, entails a conscious commitment to letting children and youth teach adult educators too.

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Unruly kids? Conceptualizing and defending youth disobedience

Cited by 24 publications

References 45 publications

School strikers enacting politics for climate justice: Daring to think differently about education

School strikers enacting politics for climate justice: Daring to think differently about education

Options for developing European strategies on citizenship education

Letting Teach: Gen Z as Socio-Political Educators in an Overheated World

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