During the Anthropocene, the epoch characterized by humans’ destructive actions on earth, a few seminal questions may be raised: What have we done? How can we do better? This type of questioning is of course echoed in environmental education, related educational policy and research. There is, however, a difference between general and educational discourses: in the first instance, the collective ‘we’ refers to mainly adult human beings; in the second, to children. The distinction may seem trivial, but it is in fact quite important: If humans have destroyed the earth and caused children the loss of their futures, then adult humans and children humans cannot be positioned in the same place in terms of humanity and agency. What's more, adults cannot look to children and their agency for hope or for a future. Children's agency thus demands a reorientation and a certain re‐theorization. This paper deliberates on the type of children's agency that is promoted by various environmental discourses—human, posthuman and other—and discusses what kind of agency children can possibly attain.

中文翻译：

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人类世时期的环境教育与儿童事务局

在人类世时期，以人类在地球上的破坏性行动为特征，可能提出一些开创性的问题：我们做了什么？我们如何做得更好？当然，环境教育，相关的教育政策和研究也呼应这种类型的提问。但是，一般话语和教育话语之间是有区别的：首先，集体“我们”主要是指成年人类；第二，给孩子。这种区别看似微不足道，但实际上却很重要：如果人类摧毁了地球并使儿童失去了未来，那么就人类和人类而言，成年人类和儿童人类就不可能处于同一位置。更重要的是，成年人不能期望儿童及其代理机构寄予希望或未来。儿童用品 因此，代理机构需要重新定位并进行一定的重新理论化。本文探讨了各种环境话语（人类，后人类等）促进儿童中介的类型，并讨论了儿童可能获得的那种中介。