Partnership as Counter-Practice: Theorising a Staff–Student Climate-Justice Coalition in a Neoliberal University

Abstract

Higher education is an important space to utilise student potential for the facilitation of climate justice initiatives; however, they fail to effectively employ student creativity. Consequently, administration-led environmental justice is often performative – working within the confines of neoliberal structures which leaves students unchallenged in their critical approach towards environmental sustainability and theoretical application. The need to remain viable under neoliberalism prompts academic institutions to undervalue students as decision-makers, rather students remain limited in their creative output. Not only are students underutilised as decision-makers, but they are often confronted with repression when they engage in climate activism and request participation. This paper examines a staff-student climate-justice coalition as counter-practice within neoliberal parameters using a social justice and human rights theoretical conception. It argues that staff-student partnerships can increase equitable participation, foster transferable skills for future practice, and can lobby administrators for better sustainable policies. It utilises a design phase approach – desk mapping, stakeholder matrix, surveys and focus groups. It maintains caution to safeguard anonymity and co-option, critique power dynamics and explores the politicisation of climate activism. The paper presents recommendations for governance, communication strategies, and resource accessibility while maintaining the university’s anonymity. As students belong to the generation most impacted by climate change, developing the skills and capacity necessary must be a priority for academic institutions.