I’ve been walking around since Friday with my heart alternately tightening and fluttering as I think about the youth in our world rising up for the Climate Strike. The images are breathtaking; the numbers are staggering. The message is undeniable: our children are pissed. Our earth is melting and the adults in charge aren’t moving quickly enough to address the issue. And these kids are through with the bystander role, with waiting to become old enough to make a difference, because what this generation seems to understand is that they ARE old enough to make a difference.
Students are taking to the streets (or in our school’s case, the courtyard) to change our world, and it fills my heart so absolutely full of joy to see them exercising their rights to peaceful protest. The educator in me considers all the learning happening…and wonders if they recognize it as such, or if our schools do. I think about the classes that they return to where some of those who were just chanting with full voices will sit back down at desks in rows, raise their hands to offer answers to questions, and in general return to tradition.
Something feels weird. It feels like we are missing the elephant in the room. They were just outside protesting the fact that the earth is melting! Should they be returning to their math class to review the answers to the quiz they took yesterday? Should they return to their English class to pick up where they left off reading Gatsby? As if the globe painted on their face isn’t there? Or the sign that rests against their desk is just an everyday accoutrement?
Why do we do this?? It’s NOT a return to normal! Our students should be walking back into our classes and talking about the climate. This might piss off some of you, but the curriculum can wait at an historic moment such as this. In fact, at times like this, I argue that what is happening IS the curriculum. How might we honor our students’ concerns? How might we help them leverage this momentum to incite change? One thing is for certain: we must give them time to reflect on their learning and to process the enormity of the movement in which they have participated.
I was fortunate to return to a classroom where the teacher gave students time to research Greta Thunberg following the rally at our school. We talked about her actions, her drive, and what she had accomplished. Still, I was left feeling like we had barely begun to understand the impact Thunberg has had, and that all of our youth are having.
So I’m reaching out to you. How are you recognizing the Global Climate Strike in your classroom? How might we continue to empower our youth beyond these momentous occasions? This is a time of great impact in their lives (and ours); what can we as educators do to ensure it doesn’t merely drift by?