A case for climate justice education: American youth connecting to intragenerational climate injustice in Bangladesh

Abstract

This paper presents empirical evidence for framing climate change education through a social justice lens, specifically emphasizing intragenerational climate justice. Using critical qualitative analysis of narratives from American youth participating in a global education program in Bangladesh, the study explores how such framing mobilizes climate-engaged individuals in wealthy nations. Key findings include the value of contextualizing justice, humanizing climate change, acknowledging personal responsibility, experiencing impacted places, and fostering solidarity. The paper argues for pedagogical approaches that build personal, nuanced, and justice-centered connections to global climate challenges.