We want to march too

Young children are impacted by the realities of climate change every day. They sweat in the heat, breathe smokey air, wonder at the lack of snow in winter, and watch as catastrophic storms flood their communities. Questions and provocations follow from this engagement. For example: How might we generatively engage children with the issue of climate change? How might children see themselves as agents of change in the face of the climate crisis? What does it mean to position young children as advocates? This case study examines the critical work of one PreKindergarten class as they make collaborative meaning about climate change through children’s literature and the critical cycle of culture circles. Through narratives, we explore the collaborative pedagogies and resources positioning the community as informed advocates in the larger world

Children's Rights and Participation · Early Childhood Education and Development · Environmental Education and Sustainability

• Taking on Critical Literacy

  Mitzi Lewison, Amy Seely Flint et al.•Language Arts•2002

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• Climate anxiety in children and young people and their beliefs about government responses to climate change

  Open Access•Caroline Hickman, Elizabeth Marks et al.•The Lancet Planetary Health•2021

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• But that's just good teaching! The case for culturally relevant pedagogy

  Gloria Ladson-Billings, Gloria Ladson‐Billings•Theory Into Practice•1995

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