ABSTRACT
Cross-cultural negotiations of environmental knowledge in children and young people’s lives have received minimal attention in children’s geographies and wider childhood scholarship, despite interests in child and youth environmental concerns and learning that predate the school strikes for climate. This viewpoint articulates an agenda for advancing research in this area in light of youth-led articulations of ‘climate crisis’, beginning with exploration of how second generation immigrants encounter, interpret and negotiate the climate crisis in everyday life. The viewpoint situates this agenda in academic and popular arguments to diversify and decolonise environmentalism amid increasingly polyvocal responses to the climate crisis.
Acknowledgements
Many thanks to the editors of this viewpoints collection for the opportunity to contribute to such a vital collection. Thanks are also due to Sherilyn MacGregor, Tally Katz-Gerro and Natascha Klocker for feedback and contributions to the ideas that led to this viewpoint, to the Children, Youth and Education Research Group at GEES, University of Birmingham for comments on an earlier draft, and to two anonymous reviewers for very helpful comments.
Disclosure statement
No potential conflict of interest was reported by the author(s).