Author: Christopher Etchells

– And moving forward

Our upcoming online conference on 6 June is titled Teaching for a Better Future. The title was chosen with care and intention. During the event, we’ll be showcasing practical, inspiring examples of how language educators around the world are engaging students with nature and climate issues – helping them imagine, and perhaps shape, a better future.

But what does better really mean?

It’s a relative term. While most of us want to believe in a brighter future, it’s becoming increasingly difficult to ignore the mounting evidence that the road ahead looks deeply challenging. This isn’t a call to give up. And we absolutely need to continue bearing down on the production of greenhouse gases. Rather, it might be time to shift our perspective. Perhaps the goal now is not to create an objectively better future, but to make the future less bad than it could otherwise be.

This shift brings tough questions – about hope, resilience, and motivation – particularly for educators tasked with preparing students for the world ahead.

In this light, we recommend reading a thought-provoking piece by Rupert Read of the Climate Majority Project. In it, he argues:

“The true power of the climate movement is now to admit our own powerlessness.”

It’s a stark but important point. By letting go of false optimism, we free ourselves from the exhausting effort of maintaining denial about the reality of our predicament. That emotional energy, Read suggests, can be redirected – toward more meaningful action, deeper connection, and more honest engagement with our students and communities.

You can read the full article here: The true power of the climate movement is now to admit our own powerlessness