Abstract
This paper is a collaborative autoethnography and examines how environmental crises, systemic inequities, and poor preparedness intensify impacts on marginalized communities and disrupt education. The article proposes climate-just education as a holistic, trauma-informed, and climate-responsive framework that emphasizes preparedness, mutual support, and embodied healing practices.
Keywords: Climate-just education; trauma-informed teaching; collaborative autoethnography; healing-centered pedagogy; disaster preparedness
Core Idea: Climate-just education taught through a holistic, trauma-informed, and climate-responsive framework
Link: https://doi.org/10.52214/cice.v27i1.13344
Reference: Kistner, S. M., & Shoaib, M. (2025). Bridging Worlds, Healing Scars: A Student-Teacher Journey toward Climate-Just Education. Comparative Education, 27(1), 104-123. https://doi.org/10.52214/cice.v27i1.13344