Emplaced activism: what-if environmental education attuned to young people’s entanglements with post-industrial landscapes?

Ivinson, Gabrielle Mary and Renold, EJ (2022) Emplaced activism: what-if environmental education attuned to young people’s entanglements with post-industrial landscapes? Australian Journal of Environmental Education, 38 (3-4). pp. 415-430. ISSN 0814-0626

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Abstract

Cultures that recognise the many forces and memories held in landscape can make important contributions to climate emergency. We argue there is another group which has knowledge to call upon; young people growing up in post-industrial places. In this paper, we draw on over 10 years of research with young people to speculate about the potential of outsider knowledge as the basis for emplaced activism as an original and significantly new approach to environmental education. The first part of the paper presents the argument, concepts and methodology for thinking about environments as lived experience. Next we introduce the place where capitalist and industrial forces are knotted with the distinctive histories of post-industrial communities. Place is explored through stories of the geological and historical legacies of south Wale’s valleys in sections titled: Earth Matters; Industrial Matters; Affective Matters and Matters of Decline. Next, three lines of flight that took off in creative workshops with young people: Troubled Landscapes, Embodied Landscape and Activist Landscapes are presented. Finally, we set out a new approach to environmental education and research by asking what if environmental activism starts from young people’s troubled experiences of living in marginal and forgotten places?