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ABSTRACT
Today humanity is facing a sixth mass extinction: the first in 65 million years. The extinction underway is occurring at a rate faster than any previous mass extinction in Earth’s history. Our current forms of extraction economics, overproduction, and consumption are not just unsustainable – they are literally annihilationist towards our biosphere. They endanger the very fabric of life in our planet. Yet to imagine a redesign is nearly impossible for many who currently benefit from such systems. Where does the knowledge and critical consciousness for how to reimagine new systems of living reside? Two questions guide our research: 1) Can education play a role in redesigning such systems? 2) How do resistance movements and their associated forms of education help us reconsider the imaginaries of what is possible? Specifically, we explore the ways in which activist has evolved into a form of education, particularly through its engagement in non-formal education.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
David Yisrael Epstein-HaLevi
David Y. Epstein HaLevi is the grandchild of Holocaust survivors and the son of a teacher and social worker. He is a third generation resident of the city of Albany, NY where he is finishing his final chapter of his doctorate at the University at Albany’s Department of Educational Policy & Leadership. His publications have focused on climate change, eco-pedagogy, critical-theory and civics education. David is a dual citizen of Israel, ran an NGO in Uganda, and facilitates ecopedagogical work in Kenya. He has helped create sustainable farms around the world, has been a teacher and (occasionally) a farmer for twenty years. He now works as the Transformational Justice Scholar Activist in Residence for the Adirondack Diversity Initiative, and is a part time resident of Lake Placid.
Florencia Silveira
Florencia Silveira is a PhD student in Sociology at University at Albany, SUNY. She studies international migration, comparative education, environmental education, and racial/ethnic inequality. Her work has focused on academic achievement inequality cross-nationally using large-scale datasets, with particularly emphasis on inequity for migrants. Her current work focuses on the impacts of immigration enforcement for children and on how transnational children navigate schooling and conceptualize their social place in the world. Her dissertation explores how immigrants utilize and benefit from shadow education participation globally.
Melissa Hoffmann
Melissa Hoffmann is an Environmental Studies major at Vassar College with concentrations in Earth Science and Geography. She has organized with the Sunrise Movement, a national organization of young people fighting to stop climate change and supported local efforts in the Hudson Valley to stop the expansion of fossil fuel infrastructure. On-campus, Melissa is involved in Vassar's fossil fuel divestment campaign and efforts to make Vassar carbon neutral.