ABSTRACT
This chapter discusses on when children come from communities whose survival is precarious due to climate change, they have no choice but to act. The new realism is that climate change affects us all and young age is no protection against this truth. The climate will not settle back into that 'happy 10,000 years of climatic stability and clemency known as the Holocene'. The challenge for teachers is how to teach children about the environmental crisis in a way that will lead to their engaging in actions to address our precarious relationship with the planet. Elementary education has concentrated on the development of mandated disciplinary knowledge and skills, largely unconnected to the real problems and issues in community and society. Established ideas about curriculum and pedagogy are being challenged by the very nature of the climate emergency. In response, teachers have the opportunity to reconsider the place of student action and activism in the traditional curriculum.
