A new initiative aimed towards expanding students’ understanding of climate and sustainability issues is set to take place between the 18th and 22nd of February.
Promotional material distributed to advertise the cause stresses the need to demand ‘climate justice’ and ‘take back our education’.
The four-day movement aims to encourage teaching on climate change-related matters, through a collaboration between academics and students.
Teach-In Week encourages a refusal of the current university curriculum, attempting to encourage a discussion over putting more powers into the hands of students in determining the content of their studies.
Organisers of the event claim that the intention is not to disrupt courses and lecture content, but rather provoke a meaningful debate over the true purpose of a university education.
Lizzy Haughton, the Activities and Development Officer at the SU, who is behind the cause, pointed to the Youth Strike 4 Climate campaign in Switzerland and Germany, that saw over 30,000 students strike over the failure of their degree programmes to adequately educate themselves and their peers over the planet’s future.
In an email explaining the cause, Haughton argued that students had to be ‘shown the way’ in regards to such issues. Identifying a 12-year estimate for dealing with climate breakdown before facing human extinction, Haughton was clear that the issue was not whether “they [students] care enough”, but “telling them that they have to care”.
Haughton herself is involved in the Extinction Rebellion movement, that seeks to achieve radical change and sometimes controversial methods, including the welcoming of arrest.
The objective of overhauling government and economic policy in regards to environmental issues has developed a new branch as it enters grassroots involvement in university education, with possibly transformative effects.
For those looking to get involved with Teach-In Week, there are weekly information sessions up until the event itself, held every Tuesday from 3-4pm in room 1.3 of the SU.