ABSTRACT
Our chapter considers children and young people as powerful, co-creative social actors through an overview of the ongoing international school strikes for climate known as Fridays for Future. From our standpoint as Canadian settler-educators, we’ve taken up a transdisciplinary analysis that draws upon Indigenous epistemologies and the work of the late Sir Ken Robinson, both of whom emphasize the reverential interconnectedness humans share with the natural world. Children's creativity is frequently silenced within traditional school-based curricular approaches that Foucault examined through lenses of power and control that discipline the minds and bodies of children and educators alike. Through analyses of young people as creative, capable, and competent in the co-construction of new knowledge, the contributions of young activists engaged in these unprecedented global school strikes offer a contemporary case study on creativity that addresses the most preeminent crisis humans currently face.
