Civics Education and Citizenship in the Anthropocene

Abstract The Australian Parliamentary Standing Committee on Electoral Matters recently initiated an ‘Inquiry into Civics Education, Engagement, and Participation in Australia’ to understand ‘the effectiveness of formalised civics education throughout Australia’. While concern about a ‘crisis of democracy’ has informed much recent public discussion around the inquiry, we note how scant attention was given to one of the most significant issues currently facing humanity, namely climate change. In this article, we argue that democracy matters more than ever and is essential for responding effectively to the climate crisis. We identify what is problematic about those long-standing accounts of democracy and citizenship expressed in these debates (and that traditionally informed school curricula and pedagogy). We say why they are not fit for our times and argue that an urgent need exists to reimagine citizenship in the context of the Anthropocene and beyond. This revised account of citizenship would need to inform democratic practices in classrooms, schools, and the design of curricula. This analysis is supported with reflections from co-author Madeline Drake, who was a student participant in the 2019 climate protests. Madeline argues that addressing the ‘crisis of democracy’ begins with creating more democratic schools and education that recognises young people’s voices.