Abstract The corporate control of energy production and the reach of fossil capital into civil and political society can be understood as a regime of obstruction that is preventing necessary action on climate change and blocking a just energy transition. In addition to overt forms of economic power and influence, hegemonic power is central to the fossil fuel industry’s regime of obstruction. Based on 29 interviews and an analysis of third-party teaching resources, this article shows how teaching practices and resources work to centre, legitimize, and entrench a set of beliefs relating to climate change, energy, and environmentalism that align with the interests of fossil fuel industry actors in Saskatchewan, Canada. We argue that these pedagogical practices promote student subjectivities consistent with neoliberal environmentalism centred on individual actions designed to insulate fossil fuel industries from criticism and dissuade young people from questioning or understanding the role of corporate power in the climate crisis. Furthermore, this petro-pedagogy intends to restrict the imagination of possible climate solutions to individual acts of conservation that fail to challenge the structural growth of fossil fuel consumption. This paper advances these teaching practices and resources as a ‘pedagogical arm’ of the regime of obstruction.

中文翻译：

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石油教育学：化石燃料利益与公共教育中气候正义的阻碍

摘要 企业对能源生产的控制以及化石资本进入公民和政治社会的范围可以被理解为一种阻碍制度，它阻止对气候变化采取必要的行动并阻止公正的能源转型。除了公开形式的经济权力和影响之外，霸权权力是化石燃料行业阻挠制度的核心。本文基于 29 次访谈和对第三方教学资源的分析，展示了教学实践和资源如何使一系列与气候变化、能源和环保主义相关的信仰集中、合法化和巩固，这些信仰与化石的利益一致。加拿大萨斯喀彻温省的燃料行业参与者。我们认为，这些教学实践促进了与新自由主义环保主义相一致的学生主体性，该主义以个人行为为中心，旨在使化石燃料行业免受批评，并劝阻年轻人质疑或理解企业权力在气候危机中的作用。此外，这种石油教育学旨在将可能的气候解决方案的想象力限制在未能挑战化石燃料消费结构性增长的个别保护行动上。本文将这些教学实践和资源作为阻碍制度的“教学手段”加以推进。这种石油教育学旨在将可能的气候解决方案的想象力限制在未能挑战化石燃料消费结构性增长的个别保护行动上。本文将这些教学实践和资源作为阻碍制度的“教学手段”加以推进。这种石油教育学旨在将可能的气候解决方案的想象力限制在未能挑战化石燃料消费结构性增长的个别保护行动上。本文将这些教学实践和资源作为阻碍制度的“教学手段”加以推进。