Gesturing not acting : Searching for policy guidance for Australian climate educators

Abstract

Australia’s lack of national approach to climate change education is rooted in political inaction and interference from carbon-intensive industries. The study also identifies the importance of international frameworks, such as those provided by the United Nations, in guiding policy development for adult climate justice education The problems lie in the translation of words to material realities.  Social science and education research shows that personal and community experience with extreme weather events changes citizens ‘minds, irrespective of political and economic settings. The search found useful international frameworks for initiating, funding, resourcing supporting and sustaining climate justice education in the United Nations Framework Convention on Climate Change(UNFCCC); the 2015 Paris Agreement (Accord de Paris); the UnitedNations 2030 Agenda for Sustainable Development specifically UNSGDs 4 and 13; the UNESCO Climate Change Education for SustainableDevelopment programme; the One UN Climate Change LearningPartnership; the UNESCO Office for Climate Education; the UNESCOESD Roadmap; the Transforming Education Summit project and itsGreening Education Partnership; and the 2022 Marrakech Framework.