Socio-political action is insufficient for the climate crisis, partly due to its complexity and hegemonic norms. Young people’s futures will be especially impacted. Youth democratic engagement is often overlooked, despite the human right to express opinions and participate in political decision-making that affects them (UNCRC, 1989). The English school curriculum’s focus on subject mastery and assessment limits opportunities to learn extensively about climate, environmental and social justice, hindering more transformative learning and empowered engagement. In his Operating Manual for Spaceship Earth (1969) Buckminster Fuller asked who should take responsibility for safeguarding the planet beyond countries’ individualistic ambitions. Recognising the twin impediments to cohesive governance of failing democracies (including lack of trust in governments and rising populism) and inadequate climate action, Willis (2020) suggests trying deliberative democracy. Ordinary people could help pilot Spaceship Earth. Increasingly, consensual decision-making on controversial subjects is being reached using citizens’ assemblies and juries, providing leaders with a clear mandate to act. Could deliberative pedagogy similarly support young people’s learning, skills, and agency? This study introduces a local case study to school students (11- to 14-years-old) in Cumbria, England. Here the UK’s first deep coalmine for 30 years has been approved. Provoking vigorous public debate, it reveals pluralist perspectives on fossil fuels that embody economic, political, environmental, social, and cultural interests. Despite local, national, and global attention, young people have no forum in which to debate the coalmine’s meaning for them, their community, and futures. Using place-based deliberative pedagogy, students explore their relational positionality by analysing key narratives around the mine, collaborating on a review and recommendations for decision-makers. Through a capability approach lens, the research explores young people’s learning and agency as local and global citizens – or pilots. The implications of this approach within the wider European context will be discussed.

Buckminster Fuller, R. (1969). Operating manual for spaceship earth. New York: EP Dutton. Willis, R. (2020). Too hot to handle? The democratic challenge of climate change. Bristol: Bristol University Press.