Purpose

School climate strikes are opening spaces of appearance, becoming differently active forms of public pedagogy where new and previously unthought collective climate action is possible. This inquiry contributes to understanding school climate strikes as important forms of climate justice activism by exploring how they work as public pedagogy.

Design/methodology/approach

The inquiry process involved poetic inquiry to produce an affective poetic witness statement to an event of school climate strikes, and then a performative enactment of diffractive reading using the poem created. The diffractive reading is used to conceptualise school climate strikes as public pedagogy and move towards an understanding of how school climate strikes work as public pedagogy. Diffused throughout is the question of where the more-than-human fits in public pedagogy and youth climate justice activism.

Findings

School climate strikes are dynamic and differently acting (diffracting) public pedagogies that work by open spaces of appearance that enable capacities for collective action in heterogeneous political spaces. Consideration of entanglements and intra-actions between learner, place, knowledge and climate change are productive in understanding how phenomena work as public pedagogy.

Originality/value

This inquiry extends on important considerations in both climate change education and public pedagogy scholarship. It diffuses consideration of the more-than-human throughout the inquiry and enacts a move beyond the humanist limits of existing public pedagogy scholarship by introducing climate intra-action, heterogeneous political spaces and non-conforming learning to an understanding of activist public pedagogies and the educative agent.

中文翻译：

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了解学校气候罢工如何作为公共教育学发挥作用

目的

学校气候罢工正在开放出现的空间，成为公共教育的不同活跃形式，使新的和以前未曾想到的集体气候行动成为可能。这项调查通过探索学校气候罢工如何作为公共教育学发挥作用，有助于理解学校气候罢工作为气候正义行动主义的重要形式。

设计/方法论/途径

探究过程涉及诗意探究，以对学校气候罢工事件产生情感诗意证人陈述，然后使用所创作的诗歌进行衍射阅读的表演性表演。衍射阅读用于将学校气候罢工概念化为公共教育学，并逐步理解学校气候罢工如何作为公共教育学发挥作用。贯穿始终的问题是，“超越人类”在公共教育学和青年气候正义行动主义中的定位。

发现

学校气候罢工是动态的、作用不同（分散）的公共教学法，通过开放的外观空间发挥作用，使不同政治空间中的集体行动成为可能。考虑学习者、地点、知识和气候变化之间的纠缠和内部行动有助于理解现象如何作为公共教育学发挥作用。

原创性/价值

这项调查延伸了气候变化教育和公共教育学奖学金的重要考虑因素。它在整个调查过程中分散了对超越人类的考虑，并通过引入气候内部行动、异质政治空间和非一致性学习来理解积极的公共教育学和公共教育学，从而超越了现有公共教育学学术的人文主义限制。教育代理人。