Responding to climate change ‘controversy’ in schools: Philosophy for Children, place-responsive pedagogies & Critical Indigenous Pedagogy

Jennifer Bleazby, Simone Thornton, Gilbert Burgh, Mary Graham

Research output: Contribution to journalArticleResearchpeer-review

3 Citations (Scopus)


Despite the scientific consensus, climate change continues to be socially and politically controversial. Consequently, teachers may worry about accusations of political indoctrination if they teach climate change in their classrooms. Research shows that many teachers are using the ‘teaching the controversy’ approach to teach climate change, essentially allowing students to make up their own mind about climate change. Drawing on some philosophical literature about indoctrination and controversial issues, we argue that such an approach is inappropriate and, given the escalating crisis that is climate change, potentially dangerous. Instead, we propose integrating three well-established educational practices, Philosophy for Children, place-responsive pedagogies, and Critical Indigenous Pedagogy, to help teachers and students critically examine climate change controversy while still meeting the key goals of climate change education.

Original languageEnglish
Pages (from-to)1096-1108
Number of pages13
JournalEducational Philosophy and Theory
Issue number10
Publication statusPublished - 2023


  • Climate change education
  • controversial issues
  • Critical Indigenous Pedagogy
  • indoctrination
  • Philosophy for Children
  • place-responsive learning

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