‘Standing back’ or ‘stepping up’? Exploring climate change education policy influence in England

Kate Greer*, Heather King, Melissa Glackin

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)


This paper explores the nature of climate change education-related policy influence in England at a time when public consciousness about the need to accelerate climate change action was heightened, and as the 2018 climate strikes gathered momentum around the world. Informed by Foucault's concept of ‘governmentalities’, and using data generated through 24 exploratory interviews and reflexive thematic analysis, we examine the extent to which influential individuals were advocating for policy change. We discuss the nature of policy influence with particular reference to the ‘stances’ that individuals adopted relative to climate change education policy influence and noting a common tendency exhibited amongst participants which was a tendency towards ‘deference’. Coupling our insights with theorisations of dissent, we consider how ‘infra-political dissent’ could support key individuals to ‘step up’ and influence for more effective policy relative to climate change education, and to other areas of education or environment policy.
Original languageEnglish
Pages (from-to)1088-1107
Number of pages20
JournalBritish Educational Research Journal
Issue number5
Publication statusPublished - 23 Jun 2023


  • Climate change education
  • Policy
  • England


Dive into the research topics of '‘Standing back’ or ‘stepping up’? Exploring climate change education policy influence in England'. Together they form a unique fingerprint.

Cite this