3.4.2 Disobedience for social transformation

There is a huge variety of activist groups working to address the climate crisis. Some have opted for a more disruptive approach to make a stand, including being prepared to break the law. For example, the climate activist group Extinction Rebellion (known as XR) initiated a wave of acts of civil disobedience in the UK, that later spread internationally. In the US, some members of the youth-led Sunrise Movement were arrested while acting to pressure members of Congress to support green legislation.

Figure 9 Some activists take a disruptive approach

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This is a photograph of a Department for Education sign, on the front of the DfE building. It has been sprayed by Extinction Rebellion with the message ‘Teach climate truth’ in red paint.

Figure 9 Some activists take a disruptive approach

Wright’s (2010) theory of social transformation suggests that radical societal shifts usually require a shock to the system’s status quo. Climate activists are up against powerful actors. Fossil fuel, transportation and energy companies are highly influential, politically and economically. Although young activist groups get some media attention, they are still a tiny minority of the global population and lack traditional sources of power. While Wright did not support militant resistance, he did see the importance of challenging and confronting power. In addition, Wright pointed to the reformers’ need to face and expose some ‘gaps and contradictions’. One such contradiction is the ‘capital–climate contradiction’, which refers to the contradiction between capital’s need to expand production and the destructive effects of these expansions on the climate system (Stuart, Gunderson and Petersen, 2020).

Wright’s theory of social transformation might explain young activists’ choice of action as a means of exposing and confronting ‘contradictions’. Their activism can be made even more effective if they are supported (and not stopped) by the educational systems in which they study, and by the educators who work with them. This may not be straightforward, however.

First, it’s important to move away from the notion that young people are particularly likely to engage in disruptive action, including breaking the law. For example, activists within groups such as XR include many retired people who are prepared to engage in disruptive action and to break the law as they have less to lose by doing so, and getting arrested will not affect their job prospects or career. Whatever the sector, if you’re teaching topics related to addressing the climate crisis through civil disobedience and disruptive activism, it’s important to reflect on your own views and experiences and how they might inform your teaching, be clear about your institution’s position on educators supporting students in disruptive activism, and prepare a strategy that navigates these considerations. For example, rather than supporting students in how to handle getting arrested you could direct them to the many relevant resources available, including those from XR [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] . It’s also worth pointing out that movements such as XR typically have a range of roles available that don’t involve direct action, including preparation of resources such as posters and props, administration, co-ordination and fundraising.

You’ll now further consider the teacher’s role in relation to climate activism.