Résumés
Abstract
This study explores the experiences of racially minoritized youth activists involved in the climate justice movement. From July to October of 2023, I conducted semi-structured narrative interviews with 15 Black, Indigenous, and youth of colour in Ontario, aged 18 to 29, who had been affiliated with a climate justice organization for at least six months. Through timeline mapping and semi-structured interviews, participants highlighted pivotal life events that shaped their justice-oriented values. Three overarching themes emerged: nurturing identity, shaping communities and schools, and forging new pathways for racially minoritized youth leaders. The findings underscore the empowerment youth experience through local action and community engagement. With a grounding in relational solidarity and ethical relationality, this study emphasizes the imperative for Canadian education systems to integrate robust climate justice pedagogies as well as interdisciplinary, action-oriented climate justice learning that fosters student efficacy and leadership. The study also aims to highlight the ways educators, policy makers, and stakeholders can engage with climate justice, informed by racially minoritized activists.
Keywords:
- climate justice education,
- climate justice movement,
- intersectional environmentalism,
- youth empowerment,
- relational solidarity,
- ethical relationality,
- racially minoritized youth activists
Résumé
Cette étude explore les expériences de jeunes activistes racialisés impliqués dans le mouvement pour la justice climatique. De juillet à octobre 2023, j’ai mené des entrevues narratives semi-structurées avec 15 jeunes Noirs, Autochtones et non-Blancs en Ontario, âgés de 18 à 29 ans, affiliés à une organisation de justice climatique depuis au moins six mois. À travers la cartographie temporelle et les entrevues semi-structurées, les participants et participantes ont mis en lumière les événements marquants de leur vie ayant façonné leurs valeurs orientées vers la justice. Trois thèmes principaux ont émergé : le développement de l’identité, l’influence des communautés et des écoles, ainsi que la création de nouvelles voies pour le leadership des jeunes racialisés. Les résultats soulignent l’autonomisation que ressentent les jeunes grâce à l’action locale et à l’engagement communautaire. Ancrée dans la solidarité relationnelle et l’éthique relationnelle, cette étude met en avant la nécessité pour les systèmes d’éducation canadiens d’intégrer des pédagogies solides en matière de justice climatique, ainsi qu’un apprentissage interdisciplinaire et orienté vers l’action, afin de renforcer l’efficacité et le leadership des élèves. Elle vise à améliorer les façons dont les éducateurs, les décideurs politiques et les parties prenantes peuvent s’engager en faveur de la justice climatique, en s’inspirant des activistes racialisés.
Mots-clés :
- mouvement pour la justice climatique,
- jeunes militant[e]s racialisé[e]s,
- éducation à la justice climatique,
- environnementalisme intersectionnel,
- résilience des jeunes,
- solidarité relationnelle,
- éthique relationnelle
Parties annexes
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