Climate activists have recently engaged in widely publicized acts of politically motivated lawbreaking. This article identifies and critically analyzes two seemingly overlapping but in fact divergi...

In this paper, we offer a childist reading of school strikes for climate in an overheated world. We argue that school strikes can be understood as offering a dynamic counterweight to formal education, by providing opportunities for children to self-educate, and for others, especially adults, to learn from them. We suggest that taking school strikes seriously as sites of political appearance—which highlight interdependencies and vulnerabilities in the face of crises in Anthropocene neoliberalism requires rethinking the boundaries of democratic participation and (...) education. In particular, we highlight that school strikes for climate serve as an invitation for adults to let children contribute to their own ongoing formation. A childist philosophical attitude that emphasises mutual teaching—i.e. the adult capacity to see and hear what children show and say—can expand through an engagement with, rather than against school strikes. Children’s political appearance on streets to influence political priorities from an intergenerational global justice point of view is a gift for adults and adultist structures. It is a passage to grasp deep interdependence and to assume appropriate responsibility. If ‘education’ is a beacon of hope in times of overheated despair, then the hope is in educational philosophies that have room for mutual teaching. The philosophical assumption that it is adults who must always, and necessarily, teach children to prepare them for a better future would have to be discarded. (shrink)

This article considers the morality of children's activism, in particular via participation in political protests. In Section 3 of the article I consider whether children can be competent to engage in activism. I argue that even if we believe children are not competent to vote it will still be true that many children are indeed competent to engage in activism. In Section 4 I consider the wellbeing effects of activism on children. I argue that political activity stands in tension with (...) achieving the intrinsic goods of childhood, meaning there is an important sense in which activism is bad for children. However, I show that these negative outcomes flow from being made aware of the injustices in society, and that for politicised children activism is often highly beneficial. (shrink)