Critical climate education: studying climate justice in time and space

Abstract

This paper proposes a critical climate education approach grounded in critical pedagogy, political ecology, and environmental justice. It argues that students should learn to assess national climate mitigation options through the lens of climate justice—both across time and space. Emphasizing the importance of responsible, informed action, the author highlights the need to understand why certain mitigation strategies are favored over others. A case study from Norway illustrates how climate policies may overlook justice concerns, reinforcing the urgency for educational frameworks that equip youth to critically engage with mitigation choices.