In recent years we have seen increasing youth activism on climate and other sustainability issues. This paper presents a theoretical framework for further research on young sustainability activists as public educators. The point of departure is taken in Latour’s argumentation concerning the need to create new attachments to the Earth. In line with this, we highlight the importance of aesthetics and experiences conceived as integrated sense-perceptional, emotional and intellectual faculties. The second part of the paper moves into social movement theory, to explore what role the Youth for Sustainability movement may have in creating new attachments to the Earth. Drawing on Melucci, emphasis is put on the movement’s collective identity making. Furthermore, following Rancière, the ability to interrupt the distribution of the senses is stressed. Examples of youth activism for sustainability are presented and interpreted, which points to the potential of children and young people to act successfully. The last part of the paper moves into pedagogical theories to explore how this kind of youth activism fostering new attachments to the Earth can be conceived as public pedagogy. We thereby refer to Biesta’s distinction between pedagogy for the public, pedagogy of the public and pedagogy for publicness.

近年来，我们看到青年人在气候和其他可持续性问题上的积极性日益增强。本文提出了一个理论框架，供进一步研究作为公共教育者的年轻可持续发展活动家。拉图尔（Latour）关于建立地球新附着物的必要性的论点就是出发点。与此相应，我们强调了美学和经验的重要性，这些美学和经验被认为是综合的感官，情感和智力能力。本文的第二部分进入社会运动理论，探讨可持续发展青年运动在与地球建立新的依恋关系中可能发挥的作用。借鉴梅卢奇（Melucci），重点放在运动的集体身份塑造上。此外，紧随兰契尔之后，强调了中断感官分配的能力。介绍和解释了青年人为实现可持续性而采取的行动的例子，这表明了儿童和年轻人成功采取行动的潜力。本文的最后一部分进入教育学理论，以探讨如何将这种培育出对地球新的依附感的青年行动主义视为公共教育学。因此，我们指的是Biesta在针对公众的教学法，针对公众的教学法和针对公众的教学法之间的区别。