Bibliographic Details
| Title: |
Education as a Petro-Pipeline: Beyond the Limits of Education Research in the Face of Climate Change. |
| Authors: |
Karsgaard, Carrie1, Shultz, Lynette2 |
| Source: |
Canadian Journal of Education / Revue Canadienne de l'Éducation. hiver2025, Vol. 48 Issue 4, p1225-1257. 33p. |
| Subject Terms: |
*Research methodology, *Environmental education, *Scholarly method, Climate change, Fossil fuels, Carbon dioxide mitigation, Reformers |
| Abstract (English): |
Considering the key cause of climate-harming carbon emissions is the increased use of fossil fuels, we might expect research in education to engage in petrocriticism—a critical way of reading the world that deconstructs how fossil-fuelled cultural expectations and practices, or "petroculture," functions in education. To trace the intersection of fossil fuels and education, this article conducts a systematic literature review of both existing and emerging scholarship, engaging in a petrocritical reading of research themes to reveal the extent to which petroculture is naturalized and/or confronted. By examining both dominant research patterns and the notable silences, we conclude by making recommendations for how education scholarship can respond to climate science and contribute to a more livable future through research that takes up (a) petrocriticism, (b) mitigation and decarbonization, and (c) transformation toward alternatives. [ABSTRACT FROM AUTHOR] |
| Abstract (French): |
Étant donné que la principale cause des émissions de carbone nuisibles au climat est l’utilisation accrue des combustibles fossiles, on pourrait s’attendre à ce que la recherche en éducation s’engage dans la pétrocritique — une lecture critique du monde qui déconstruit le fonctionnement des attentes et des pratiques culturelles liées aux combustibles fossiles, ou « pétroculture », dans l’éducation. Afin de déterminer l’intersection entre les combustibles fossiles et l’éducation, cet article effectue une revue systématique de la littérature existante et émergente, en adoptant une lecture pétrocritique des thèmes de recherche afin de révéler dans quelle mesure la pétroculture est naturalisée et/ou confrontée. En examinant à la fois les schémas de recherche dominants et les silences notables, nous concluons en formulant des recommandations sur la manière dont la recherche en éducation peut réagir au changement climatique et contribuer à un avenir plus durable grâce à des recherches qui abordent (a) la pétrocritique, (b) l’atténuation et la décarbonation, et (c) la transformation vers des solutions alternatives. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
