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Education as a Petro-Pipeline: Beyond the Limits of Education Research in the Face of Climate Change

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Title: Education as a Petro-Pipeline: Beyond the Limits of Education Research in the Face of Climate Change
Language: English
Authors: Carrie Karsgaard, Lynette Shultz
Source: Canadian Journal of Education. 2025 48(4):1225-1257.
Availability: Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: http://cje-rce.ca/
Peer Reviewed: Y
Page Count: 33
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Descriptors: Educational Research, Climate, Fuels, Criticism, Environmental Education, Futures (of Society), Foreign Countries, Educational Trends, Trend Analysis, Scholarship, Pollution, International Organizations, Interdisciplinary Approach, Economic Development, Business, Social Responsibility, Politics, Research Needs, Conservation (Environment), Role of Education
Geographic Terms: Canada
DOI: 10.53967/cje-rce.7101
ISSN: 0380-2361
1918-5979
Abstract: 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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1493075
Database: ERIC
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  Data: Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: http://cje-rce.ca/
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  Data: 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.
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