Our new Impact Award enables us to work with the ‘uncertainty’ of climate change with teachers and young people locally
We are delighted that the Economic and Social Research Council (ESRC) has provided us with a small grant through its Impact Acceleration Account. It means that we can extend the work we undertook with teachers and leaders in a workshop in the University of Sussex out into the community and into schools to further interrogate ideas of uncertainty and conformity. This time, however, as suggested by teachers with whom we worked previously, the focus of our attention will be upon issues associated with climate change.
The small-scale project aims to create the educational conditions for teachers and children and young people to engage with, and act, in response to personal, local and global challenges of global heating, many of which are inherently uncertain, where ‘answers’ are often complex and unclear. This requires us all to acknowledge that what we might do – both within and beyond school - and what we feel, can be deeply unsettling and anxiety-inducing for young and old alike. We want to work with these disparate feelings and uncertainties in this project, so that pupils (with the support of staff) can explore their own relation to climate ‘facts’. In so doing, we aim to support conditions that allow for what Hodgson, Vlieghe and Zamojski suggest in their manifesto (mentioned in the podcast) are possibilities of transformation through the creation of ‘a space of thought that happens anew’ (p.17).
We recently made a podcast for a week of ‘climate change crisis’ action at one International University in Germany for teaching colleagues and students thinking together. It highlights aspects of the work we will be undertaking through our impact work, placing it within the wider context of ideas of conformity and uncertainty for transformation in education.
 Funded through a Quick Boost Impact Award along with colleagues, Sean Higgins and Fawsia Haeri
Mazanderani by the Dept. of Education in the University of Sussex during the summer of 2019.
 Hodgson, Vlieghe and Zamojski have produced a wonderfully accessible slim volume entitled a ‘Manifesto for post-critical pedagogy’ which frames a way to be and to act now, and to have ‘hope in the present (p.18)