Putting climate change at the heart of education: Is England's strategy a placebo for policy?

In this paper we present an analysis of the sustainability and climate change strategy for education and children's services systems in England, produced by the Department for Education. Using critical discourse analysis, we juxtapose qualitative data collected from > 200 youth teachers and teacher educators in the context of co-creating a manifesto for education and environmental sustainability. Through analysis of these two datasets, we evaluate the government's proposals for climate education and sustainability. We find that the strategy foregrounds economic concerns, with educational priorities driven by the ‘net zero’ policy agenda