ABSTRACT
This chapter in the Routledge Handbook of Degrowth (2025) discusses the potentialities and limits of an emerging pedagogy of degrowth and reviews various dilemmas and challenges faced by degrowth educators. The essay explores concerns and practices shared by degrowth-oriented educators motivated by the following questions: what would a low-entropy educational system based on environmental justice look like? What kind of pedagogy would be appropriate for a society willing to transition from an exploitative, wasteful, and extractive economic paradigm to a fair and regenerative one? What would be a meaningful education in the context of a biologically impoverished planet? The always tentative and socio-ecologically contextual answers to these questions may guide and inform the formats and contents of emerging degrowth-oriented pedagogies. The second part of this chapter argues that the popularisation of artificial intelligence technologies is changing social imaginaries much faster than formal education ever did. These technologies cannot be appropriated for degrowth purposes, but neither can they be ignored without quickly losing much political terrain. To deal with this conundrum, it is suggested that paying more attention to the political ecology of technology could enhance the pedagogy of degrowth.
