Discourse constitutes knowledge about something and the processes by which we come to know it. This is true in formal education and everyday life. In this way, both what students know about climate change and how they engage with publics about climate change are intertwined. Implementing teaching and learning about discourse in compulsory education is an opportunity to prepare young people to critically engage in public life by focusing on how to recognise and counter strategies that seek inaction as an appropriate response. In other words, by focusing on the strategies, impacts and effects of discourse in education about climate change, the ill effects of inaction associated with climate anxiety and climate fatigue can be “managed” in a long-term (re)imagination of an engaged public capable of working towards a sustainable, shared future. We contend that education about climate change discourse in global compulsory education curricula can provide young people opportunities to learn not only about climate change science, but about how to (re)consider discursive strategies used by others that otherwise promote and resist calls for action. This can produce a new generation of citizens capable, motivated and prepared to actively engage climate change discourse in public life.

话语构成了关于某事物的知识以及我们认识它的过程。这在正规教育和日常生活中都是如此。这样，学生对气候变化的了解以及他们如何与公众就气候变化进行互动就交织在一起。在义务教育中实施话语教学是一个机会，可以让年轻人做好批判性地参与公共生活的准备，重点关注如何识别和反击寻求不作为作为适当反应的策略。换句话说，通过关注气候变化教育中话语的策略、影响和效果，可以通过长期（重新）想象来“管理”与气候焦虑和气候疲劳相关的不作为的不良影响。公众有能力为可持续的共同未来而努力。我们认为，全球义务教育课程中有关气候变化话语的教育不仅可以为年轻人提供学习气候变化科学的机会，还可以让他们了解如何（重新）考虑其他人使用的话语策略，否则这些策略会促进和抵制行动呼吁。这可以培养出有能力、有动力并准备好积极参与公共生活的新一代公民。