Abstract
This article examines how climate justice education can meaningfully engage children by translating research into practical classroom activities. Drawing on the Water for ALL project in Malawi and Zambia, the study worked with 154 Glasgow primary students to connect global climate justice to local learning. Findings show that participatory, research-informed lessons can foster children’s sense of agency and ownership in addressing climate injustice.
Keywords: Climate justice; education; primary school children; practical learning
Core Idea: Translating research into practical classroom activities
Link: https://journals.uclpress.co.uk/r4a/article/id/2252/
Reference: Tagg, N., and T. Jafry. (2018). Engaging Young Children with Climate Change and Climate Justice. Research for All 2 (1): 34–42. doi:10.18546/RFA.02.1.04.