ABSTRACT
Debates can offer topics necessary explanatory structures and insight. In many educational jurisdictions around the world, climate change education is steadily emerging as a science education curriculum priority. Science education is such an important part of our climate crisis mitigation and adaptation responses because it has the capability of generating new questions, new possibilities, new imaginaries, new openings, new relationships, new agencies and actions. Such approaches offer ways of expanding the climate science education genre beyond stale knowledge deficits and fatalistic dystopian endings, realising imaginations within granular intimacies, revitalising emotional encounters and inspiring youth actions for lasting change. A very popular theme of contemporary discussion is the relationships between climate emotions, agencies and actions. To end with an existential tone: as science educators, we have become thrust into the climate era and the inescapable responsibilities that this extraordinary moment entails.
