Educationalizing the Anthropocene: Pedagogical discourses and socio-political contexts

The Anthropocene denotes a socio-ecological crisis event marked by complex biogeochemical and socio-politico-cultural interactions. This paper investigates the distinctive aspects of the educationalization of the Anthropocene, perceived as a socio-ecological challenge, and examines how various pedagogical discourses reflect or perpetuate broader power dynamics. The study examines three distinct pedagogical discourses within the educationalization of the Anthropocene: the prevailing discourse of neoliberalism, the counter-discourse of ecopedagogy, and the hybrid discourse associated with UNESCO. Pedagogical discourses, crucial for implementing and supporting these reforms, are adaptable to specific socio-political contexts. The critical examination of pedagogical discourses related to the educationalization of the Anthropocene highlights various methods of integrating socio-ecological issues into educational frameworks. OECD’s discourse emphasizes global competencies and employability, while UNESCO’s hybrid approach combines educational humanism with postmodern and postcolonial critiques. Ecopedagogy adopts a critically and emancipatory perspective, rooted in political and postcolonial analysis. Navigating these competing discourses requires educators and policymakers to balance practical effectiveness with critical awareness, recognizing the Anthropocene crisis as a matter of justice, power, and values. The diversity of these discourses suggests that the future of Anthropocene education resides in the tensions and negotiations among these competing orientations, reflecting a profound reorientation of education as a field of political, ethical, and cultural struggle.