Richard C. Mitchell, Professor in Brock’s Department of Child and Youth Studies, had a piece published Sunday, Oct. 6 in The Conversation about teaching young people what really matters for the sake of our collective life on Earth.
Mitchell writes:
As young people pledge ongoing climate action following a week of global mobilization, it’s clear that the world faces a collective existential climate crisis signalling that we must shift to a planetary perspective. But why it is that massive bodies of evidence are being ignored?
As a professor of child and youth studies who is dedicated to fostering critical citizenship, and who examines how different disciplines, knowledge systems and international charters protect young people’s rights, I believe one problem is that learning and research approaches have become so forensically specialized. This is the case in both school systems and universities.
