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    Reimagining climate change education in primary schools in England

    Johnson, Thomas and Badwan, Khawla ORCID logoORCID: https://orcid.org/0000-0003-1808-724X (2023) Reimagining climate change education in primary schools in England. Impact: Journal of the Chartered College of Teaching (18). ISSN 2514-6963

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    Abstract

    This article reports on a project that engages primary-school children in climate change education through various activities rooted in the practice of listening differently to different types of voice. These engagements place children’s experiences and embodiment at the heart of education research and practice. We reflect on the importance of moving beyond the ‘learn-now-act-later’ approach (Waldron, et al, 2019) to draw on the untapped capacity of children ‘to collectively envision a better future’ (Kagawa and Selby 2010, 5). We discuss the envisioning of the school- what it means and how it matters. The article sketches out a vision that entails opening up the curriculum as an expanding spiral beyond the classroom.

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