From action to intra-action? Agency, identity and ‘goals’ in a relational approach to climate change education

Engaging with new materialist/posthuman approaches to agency, in this paper I explore what might happen to the goal of cultivating climate action if we decentre the human from our climate pedagogies. Specifically, I engage with Karen Barad’s concept of intra-action which argues that agency is not possessed by individual things or beings, but emerges through relationships. I work with experiences and occurrences from Climate Change Responses, an undergraduate social science course that I tutored in 2015 (CCR15). I explore how in CCR15, while trying to learn to better mitigate climate change, we became climate killjoys, resisting, challenging and disrupting pleasurable carbon intensive practices. Through these empirical examples, I show that ‘climate intra-action’ can enable us to attend to how human and more-than-human identities change through engagement with climate change; how our human capacities to affect climate emerge through acting-with more-than-human entanglements; and thus how unanticipated, different actions can emerge in climate change education. I therefore suggest that an intra-active approach to climate change education research and practice might enable less anthropocentric and more relationally attuned climate change ‘response-abilities’, for both teachers and students.