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

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