Imagining Intergenerational Climate Justice: Critical Notes on Jan Terlouw’s <i>Het hebzuchtgas</i>
Bibliographic record
Abstract
Generational tensions are often invoked in discussions about climate change, framing the crisis as a failure of older generations to safeguard the future of younger and upcoming ones. While this rhetoric can mobilize youth, it risks overshadowing deeper structural inequalities—such as economic, racial, and geopolitical disparities—that shape both accountability for and vulnerability to climate change. An intergenerational climate imaginary, built on solidarity and intersectionality, offers a more unifying and effective framework for addressing the crisis and fostering collective action. This article explores the possibilities and limitations of such an imaginary by analyzing Jan Terlouw’s children’s book Het hebzuchtgas. The story presents a vision of intergenerational collaboration, where younger and older characters work together to confront environmental collapse, emphasizing the value of long-term thinking over short-term profit motives. However, the narrative also exhibits significant shortcomings, including problematic colonial and heteronormative tropes and an underdeveloped portrayal of youth emotions. We argue that a robust intergenerational climate imaginary must integrate insights from intersectionality, decoloniality, queer theory, and affect studies to produce more inclusive and transformative narratives. Through a critical reading of Het hebzuchtgas, this article offers pathways for reimagining intergenerational solidarity in climate activism.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".