Defining and Democratizing Climate Action: A Prospectus for Educators and Scientists

Abstract:

The potential for teachers and other societal actors to address climate change through education and training is hampered by a lack of precision when it comes to distinguishing among different types of climate actors/actions and conceptualizing the dynamic interplay between them. Because of this, climate educators risk reproducing a simplistic, narrow, and/or elitist conception of climate action while failing to facilitate the desired and necessary societal transformation. In response, this session draws on the sustainability transitions, energy democracy, and environmental education literature to present a multi-actor and multi-action perspective that educators can use to conceptualize and coordinate climate change projects. In addition to identifying different types of climate actors at different levels of society, the session will highlight the conceptual differences between public/private, individual/collective, and direct/indirect climate actions. The session will emphasize actions that facilitate renewable energy transitions as well as the need to democratize access to action-oriented knowledge about renewable energy systems.