TakingITGlobal

III. Youth Perspective on Decolonizing Climate Education We, as a diverse group, come from all over the world and have different perspectives on how we might address climate change. Some of us come from colonized countries and communities, some from countries that colonize, and others from countries that include a blend. Together, we as students are concerned with what our education systems can do to inform future generations about climate change and help us take informed action. We initially sat down and brainstormed what teachers and education systems could do to help us #Decarbonize: #Decolonize. We came up with ideas like integrating climate change into all subjects, incorporating climate activities into school practices, and requiring mandatory hours of community service for all students. We also came up with some action plans for students that included using social media as a tool for spreading climate awareness, asking governments to improve public transportation services, and switching energy sources. While these are all good ideas, we came to realize that we had not fully included all communities in these action plans since some wouldn't be able to decarbonize and decolonize using these methods. As a more specific example, we discussed recommending the elimination of single use water bottles, but then we realized that many people in the world rely on bottled water, and so we cannot recommend such simple solutions. While those of us who have clean drinking water can (and should) quit using these bottles, we also need to consider other options. For instance, some companies are developing water bottles made of algae extract that could be used in places that require water. In the meantime, we need to put effort into ensuring all people have access to clean water. Everyone can contribute to climate justice, but what we learned about colonization showed us that not all people have the same capacities to address climate issues equally. Instead, our actions are influenced by our local contexts, including our locations and relative power within society. Means of addressing a single issue will vary according to our positions. Teachers need to consider with us what it means to decarbonize and decolonize at the same time, and this is not a simple process. Some questions teachers could consider include: ● What impact does colonization have on climate change at a local, national, and global level? ● Who is being listened to and who is being ignored when we learn about climate change? What can we learn from people who are typically ignored? ● How do we work with rather than for marginalized people when addressing climate change? ● Do our solutions create further problems for particular people? i.e. are there negative impacts of implementing clean energy? ● How can your classroom decolonize their thinking about climate change? ● What does this mean for your students' climate involvement? "A more inclusive education system is needed for the benefit of Indigenous peoples, where their rights, roles, and responsibilities as legitimate citizens of their country are properly highlighted." - Nepalese students 9

• Cover