ABSTRACT
Young people have the most stake in the future. They also have the least say in decisions—currently made by the generation of their parents and grandparents—that continue to expand the petronormative global order, which effectively destroys the possibility of livable futures. Given that the self-serving illusions in which adults are caught up are maintained by the dominant narrative of eternal growth in the market economy, defusing this dominant narrative is a prerequisite for any meaningful change. This chapter suggests that youth media productions offer some of the most versatile spaces for articulating counter-narratives to the dominant story. The argument starts by recognizing a systemic failure of the petrocapitalist institutions—including education—to address climate change. We contend that traditional channels within the schooling systems are inadequate to accommodate student concerns, leading to digital spaces becoming a creative force for young people's do-it-yourself (DIY) climate literacy education. Our contention is that climate literacy should not be a DIY project. It should be centered in 21st-century education and promoted as experiential, dialogical do-it-with-others (DIWO) learning. We believe that actively supporting youth media productions and engagement is essential if teachers are serious about helping young people fight for climate justice, universal climate literacy, and a transition to an ecological civilization.
