What Children Know: Children, Climate Change, and Epistemic Injustice
Scholars of childhood studies, including theologies of childhood, often cite prioritizing the well-being of children as a mark of a just society. At the same time, though, little credibility is given to children’s comprehension of their own well-being and the conditions necessary for their flourishi...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Published: |
2025
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| In: |
Pastoral psychology
Year: 2025, Volume: 74, Issue: 1, Pages: 49-68 |
| Further subjects: | B
Climate anxiety
B Child theology B Epistemic injustice B Ecotheology |
| Online Access: |
Volltext (lizenzpflichtig) |
| Summary: | Scholars of childhood studies, including theologies of childhood, often cite prioritizing the well-being of children as a mark of a just society. At the same time, though, little credibility is given to children’s comprehension of their own well-being and the conditions necessary for their flourishing. What children know, especially around solidarity with the nonhuman creation, is seldom deemed legitimate in discussions of children’s well-being. Debates over the existence of climate anxiety in children together with responses that trivialize children’s climate activism provide clear examples of the disregard for their knowledge. I engage the work of Miranda Fricker on epistemic injustice as a resource for theological critique of the delegitimization of children’s embodied knowledge of planetary solidarity as crucial to their well-being. |
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| ISSN: | 1573-6679 |
| Contains: | Enthalten in: Pastoral psychology
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| Persistent identifiers: | DOI: 10.1007/s11089-024-01146-7 |
