Engaging Young Children with Climate Change and Climate Justice
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 […]
Teaching and learning in uncertain times: thinking with multiple crises
Abstract The paper highlights the importance of recognizing the knowledge and agency of young people in creating climate justice public pedagogies and drawing connection to teacher education. Young people are co-creating climate justice public pedagogies by enacting ‘justice oriented pedagogical processes’ which involve complex, everyday modes of intergenerational learning, variously converging with and diverging from […]
Social agency and ecoliteracy: Seeds of change for teacher education in uncertain climate futures
Abstract This article explores how teaching practices can support the development of ecological citizenship by fostering social agency and ecoliteracy in both teachers and students. Drawing on experiences in place-based education, climate justice, and democratic citizenship, the authors argue that these skills are essential for co-creating regenerative futures. The article shares tools and approaches used to cultivate ecological citizenship in preservice teachers and […]
Justice in climate change education: a systematic review
Abstract This systematic review examines how justice frameworks are being applied in climate change education (CCE) across diverse settings. Analyzing 55 peer-reviewed studies from 57 countries (2007–2020), the review finds growing attention to justice in CCE, spanning formal, community, and activist learning. Justice-driven CCE was more often oriented toward equity and social transformation than environmental protection […]
Teach for climate justice: A vision for transforming education
Abstract Teach for Climate Justice by Tom Roderick offers a vision for PreK–12 education that centers the intersection of climate change and social justice. Through eight key dimensions of climate education, the book integrates science, equity, and social-emotional learning to empower students as climate justice advocates. Grounded in real classroom examples, it provides inclusive, developmentally appropriate strategies for fostering agency, […]
Multispecies justice: Climate-just futures with, for and beyond humans
Abstract This article critiques dominant climate justice frameworks for their anthropocentric limitations and proposes multispecies justice as a necessary expansion. Current approaches, while growing in prominence, often exclude marginalized voices and fail to challenge human exceptionalism, thereby limiting their effectiveness in confronting the climate crisis. A multispecies justice lens acknowledges intersecting social, environmental, and more-than-human harms, offering a relational […]
Climate Justice: Contested Discourse and Social Transformation
Abstract This paper argues that climate justice is a contested discourse shaped by the material interests of social groups. Grounded in Marxian theory and supported by case data from Scotland, it emphasizes that meaningful climate justice must align with the struggles of those resisting the hydrocarbon economy. The study highlights the transformative potential of local […]
“We’re fighting for our lives”: Centering affective, collective and systemic approaches to climate justice education as a youth mental health imperative
Abstract The paper highlights the importance of supporting youth to act thoughtfully and impactfully in transforming cultural, economic, and political structures and systems that reproduce harm. The study participants’ commitment to climate action was most supported outside of school, and that their engagement in social movements was positively associated with their well-being. Participants’ understanding of […]
Racializing the Climate Justice movement in education
Abstract This essay argues for racializing approaches to climate change education as essential to understanding and addressing climate injustices. Using the 2022 Buffalo Blizzard, which disproportionately impacted Black communities, as a case study, the authors demonstrate how extreme weather events intersect with racial inequities. They call on educators across disciplines to adopt a climate justice education framework and propose a transformative […]
Geographical Process or Global Injustice? Contrasting Educational Perspectives on Climate Change
Abstract This exploratory study investigates how educators, student teachers, and environmental specialists understand climate change, climate justice, and climate change education. Thematic analysis of interviews and focus groups reveals two contrasting perspectives: teachers and student teachers tend to view climate change as a geographic issue solvable through individual action, while environmental specialists frame it as […]
Secondary Science Teachers’ Views and Approaches for Teaching for Climate Justice and Action
Abstract The paper explored teachers’ views and apporaches for teaching climate justice. Teachers framed climate change as a global social issue, but few addressed racial injustices or taught collective adaptation actions. They often prioritized mitigation actions over adaptation efforts and rarely connected climate justice to action. Additionally, teachers were more likely to teach about individual pro-environmental actions rather than […]
Justice and Equity in Climate Change Education: Exploring Social and Ethical Dimensions of Environmental Education
Abstract This book examines how climate change education intersects with justice, equity, and social transformation, advocating for urgent reform in climate education. It highlights how climate change deepens existing societal inequities and explores ethical and social dimensions such as identity, agency, and power structures. Through theoretical framing, empirical studies, and case examples, the chapters offer […]
Youth and climate justice: Representations of young people in action for sustainable futures
Abstract This commentary examines the structural barriers youth face in climate justice efforts, despite their growing awareness and vital contributions. It critiques the co-optation of youth through corporate sponsorship and tokenistic representation while exposing how colonialism, capitalism, and systemic violence sustain climate injustice, particularly in settler colonial contexts like Canada. Drawing on environmental justice literature […]
Towards an emergent curriculum for climate justice adult educators/activists
Abstract This article presents a case story of an emergent climate justice curriculum for adult educators and activists developed through the PIMA network’s webinar series. Grounded in an ecofeminist analysis, the curriculum addresses the interconnected forces of ecological breakdown, capitalism, colonialism, racism, and patriarchy. The authors identify five inquiry-based themes as guiding coordinates for climate justice learning, emphasizing the importance […]
Reimagining non-formal science education: A case of ecojustice-oriented citizenship education
Abstract This article presents an ethnographic study of youth participating in a community-based ecojustice education program centered on a culturally grounded, food-based curriculum. Through the intersection of science and citizenship education, youth explored localized social and environmental inequities. Findings suggest that participants developed activist orientations and new identities through embodied, place-based learning. The study contributes to scholarship […]
Climate change education challenges from two different perspectives of change agents: Perceptions of school students and pre-service teachers
Abstract This study explores how climate change education (CCE) can support a climate-just transition by empowering students and preservice teachers (PSTs) as change agents. Based on qualitative questionnaires from 80 secondary students and 18 PSTs, findings show both groups feel underprepared for climate action. Participants reported limited time spent on CCE, inadequate engagement with practical examples, and a lack […]
Exploring Ecojustice & Environmental Learning through Online Preservice Teacher Education
Abstract This article examines a national online Environmental and Sustainability Education (ESE) course for preservice teachers in Canada. Co-developed by academics, educators, and community members, the course centers indigenization, ecojustice, and place-based learning to ensure equitable ESE access. Using a socio-critical lens and survey data, the authors explore participant experiences and highlight the course’s potential to build […]
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 […]
Storying Climate Change: Discursive Possibilities for Teaching Climate Justice Literacies
Abstract The paper focuses on teaching climate change in literacy education, highlighting the need for critical global literacies that intersect with local, place-based realities and prioritize ecojustice. It suggests that climate literacies can be effectively taught in conservative contexts by focusing on local issues and inviting students to engage critically with texts Keywords: Climate change education Literacy […]
Storytelling and climate education: Empowering preservice teachers as readers and leaders through literacy education
Abstract This study highlights the need to move beyond sharing and summarising stories and to create opportunities for students to immerse themselves in, with and for texts. By adopting a relational literacy perspective, educators can provide a humanising lens through which students comprehend texts, enhancing their text analysis skills while amplifying their sense-making and commitments to action. This approach facilitates a deep understanding of the […]
Critical climate justice
Abstract This paper explores climate justice as a framework for understanding and redressing the unequal impacts of climate change across places, peoples, and scales. Emphasizing the differentiated responsibilities and burdens of the climate crisis, it argues that climate justice requires attention to both disproportionate harm and equitable solutions. The paper calls for a critical climate justice praxis grounded in […]
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 […]
Promoting Climate Justice through Children’s Literature: Interconnection, Action, and Representation
Abstract The article takes a closer look at children’s literature to highlight climate justice through different methods and books that illuminate human interconnections to the earth, promote hope and action, and empower diverse voices. Keywords: Climate justice education; action-oriented pedagogy; equity-focused solutions; children’s books; transformative tools; methods of interconnections Core Idea: Promoting hope and action Link: https://doi.org/10.58680/la20251024221 Reference: Clark, S., […]
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 […]
Professional development and teacher agency in Mathematics Teacher Education for Sustainability
Abstract The paper shows that teachers do not yet have extensive knowledge of sustainability and the SDGs, which makes it difficult for them to design and implement practices based on this perspective. In addition, with regard to the connection with mathematical education, the great majority of teachers believe it is a necessary link, but that certain obstacles and challenges, […]
Climate Activism in K-12 Education Across North America
Abstract The book chapter highlights the impact of political dynamics on educators, underscoring the critical need for clearer guidelines, targeted strategies, and consistent policies to foster a cohesive and effective approach to integrating climate change education into formal education. Within the Canadian context, there is an absence of legislated guidelines providing a framework for integrating […]
In-Game Uncertainties and Climate Change Challenges as Identified by Pre-Service Teachers
Abstract The paper explored how pre-service teachers can identify various uncertainties in climate board games, including the occurrence/impact of catastrophes and the behavior of players, and that they can relate these uncertainties to reality, discussing issues such as climate justice, political dilemmas, and environmental activism. Keywords: Pre-service teachers (PSTs) Climate board games Uncertainty and risk Catastrophes […]
Putting climate change at the heart of education: Is England’s strategy a placebo for policy?
Abstract The paper sought perspectives from youth, teachers, and teacher educators on how climate change can go beyond providing resources and opportunities for teacher training. These areas for action include: (1) government; (2) school leadership; (3) curriculum, pedagogy and assessment; (4) teacher education and CPD; and (5) community partnerships. Moreover, the stakeholders call for recognition for climate change education […]
Climate Change Education and the Manitoba K-12 Curriculum: A Content-Analysis
Abstract In the Manitoba K-12 curriculum, there are very few explict references to cliamte change, which are limited to grade 7 social studies and grade 10 science. There is limited alignment between grade 7 soical students and science curriculum, indicating that instruction on climate change science needs to go beyond curriculum learning objectives. Grades 10 social studies and science curriculum, and grade 12 global issues provide better alignment for […]
Integrating EcoJustice pedagogy with social justice pedagogy in children’s literature courses
Abstract The paper addresses how faculty and students often separate social justice and ecoJustice pedagogy, but integrating ecojustice pedagogy can increase student knowledge and understanding of environmental topics. Authors suggest bringing in multi-disciplinary approaches through use of literature. Literature provides education and knowledge about topics and can enable readers to reject and embrace various environmental and ecojustice ethics and values […]
Reconceptualising Preservice Teachers’ Subject Knowledge in Climate Change and Sustainability Education: A Framework for Initial Teacher Education from England, UK
Abstract The authors conceptualize a pre-service teacher education framework for climate change and sustainability education (CCSE). It includes aspects such as teacher positionality, climate justice, and climate action. The framework’s learning outcomes are aligned to pedagogical content knowledge, attitudes, values, behaviours, competencies, and capabilities. Some problems which authors address that climate education continues to be seen as subject-specific, mainly appearing in […]
Climate Change Education in Ireland: A Crisis in Need of a Meaningful Cross-Curricular Response?
Abstract The lack of available curricular resources for teachers may be a factor in teachers’ reliance on outside sources for information on climate change and, consequently, on the accuracy of the information being relayed to students. However, there emerged one key enabler: the flexibility of the curriculum, which allows teachers to include climate change themes if they wish. Parental, community, […]
Introduction: Teaching About Climate Change
Abstract The paper discusses the challenges of teaching about climate change, the importance of addressing the systemic issues that contribute to it, and the role of educators in promoting awareness and action. It focuses on extending ecolinguistic approaches to environmental discourse, with a particular focus on how the storying of climate change can inhibit and ena-ble the possibilities for action in how teachers conceptualize and enact ecoliteracies teaching. […]
Understanding Climate Justice
Abstract In Understanding Climate Justice, Mary Robinson positions climate change as a global human rights issue, shaped by inequality and historical injustice. Through stories of grassroots leadership, often led by women, she illustrates how ordinary people are catalysing extraordinary change. Through sharing their stories, Robinson explores one of the most pressing humanitarian issues of our time and […]
A Case Study for Climate Change Teacher Professional Development in West Virginia
Abstract The paper is a case study of West Virginia Climate Change Professional Development (WVCCPD) project. It is a collaboration between physical and social scientists, science communicators, media consultants, social activists, and educators, with the goal of empowering teachers and their students to engage in climate learning and action. The goals of the project are to: (1) […]
Climate Change Education: Mapping the Nature of Climate Change, the Content Knowledge and Examination of Enactment in Upper Secondary Victorian Curriculum
Abstract The authors developed theoretical tools for evaluating climate change curriculum and applied frameworks for examining: the nature of CC conceptualisation, the comprehensiveness of CC contents, and the integration of CC, within the Victorian (Australian) upper-secondary curriculum. Overall, the findings suggest that a fundamental conceptualisation gap prevails throughout thestudy designs in regard to the nature of CC. These lags may be attributed to which include lack of […]
Introduction: The Climate as Teacher
Abstract The book chapter focuses on the importance of a transdisciplinary approach to teaching climate change, emphasizing the need to go beyond science and incorporate considerations of justice, power, and equity, and provides a framework for educators to integrate climate change into their curriculum. Keywords: Transdisciplinary approach Climate change education Beyond science […]
A Dispatch from the Climate Crisis: The Imperative of English Language Arts Teaching for Our Socioecological Futures
Abstract English language arts (ELA) teachers can “teach for the climate” by prioritizing stories, knowledge, and practices that will benefit children as they navigate a changing climate and communities, and by creating opportunities for children to build knowledge, imaginaries, and actions that can address the climate crisis. In ELA teaching there is a recognition of the imperative of a social justice lens, which prioritizes culturally […]
Climate Change, Education, Training, and Perception of Pre-Service Teachers
Abstract The paper stresses the need for comprehensive, interdisciplinary approaches to teacher training that foster confidence and competence among educators in educating future generations about sustainability. The authors observed that while teachers have theoretical clarity about the processes, causes, and effects of climate change on contemporary societies, this does not align with their level of practical competence regarding the […]
Bridging Worlds, Healing Scars: A Student-Teacher Journey toward Climate-Just Education
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 […]
Climate Justice Must Be Anti-Patriarchal, Or It Will Not Be Systemic
Abstract The chapter positions the discussion of climate justice within the context of the call for “system change not climate change.” It highlights that as the global effects of climate change become clearer and more tangible, those in dominant positions of power are seeking to escape the consequences of what we are doing, without changing what we are doing. The […]
Climate Justice Literacy: Stories‐We‐Live‐By, Ecolinguistics, and Classroom Practice
Abstract The paper addresses the problem that climate change remains a deeply divisive and politically partician issue and that teacher working in communities where where climate change denial is more prevalent are likely at greater risk of being sanctioned. An approach to address political polarization is to bring local issues and related stories into the classroom. Positioning teaching with through a local environmental issue can shift the story to children’s lives and […]
Conceptualizing Learning in the Climate Justice Movement
Abstract This article focuses on Climate Justice Movement and draws on radical pluralist theoretical approaches to social movement learning, learning in the climate justice movement is conceptualized at the micro, meso, and macro levels, along two continuation of (a) unorganized and organized learning and (b) individual and collective learning. Keywords: Climate justice movement; social movement learning; radical pluralism; […]
Deferral, Agency, and Hope: Pre-Service Social Studies Teachers Making Sense of the Pedagogical Demands of Engaging Climate Crisis
Abstract The paper examines how pre-service social studies teachers conceptualise the complex knowledge of the climate crisis. By analyzing a small group discussion following a pedagogical encounter with climate crisis in a teacher education program, and employing the notion of difficult knowledge, the author theorizes through the discourses of deep pessimism, deferral and hopefulness in the sense-making processes. The […]
Collaboration and care in climate education: Brave responses to an uncertain future
Abstract This study examines the development of a postgraduate short course on addressing the climate emergency, focusing on a collaborative approach to curriculum design that involves disciplinary experts, grassroots leaders, and young climate activists, and employs a collaborative autoethnographic methodology to reflect on the course production process. Keywords: Postgraduate short course Climate emergency education Collaborative curriculum design Disciplinary […]
Triangle of Justice
Abstract This article discusses Climate Justice Theories (TCJ). With the development of a “triangle concept of justice”, it offers a plausible normative framework for climate and development policy to provide a further incentive for discussing the still highly disputed ethical aspects. Two critical themes of learning about power and learning about place are used as examples to illustrate […]
Should We…? Embracing justice-oriented climate education in elementary science teacher preparation
Abstract The article focuses on the teachers’ learning, based on the mechanics and teaching of environmental justice, while their collective sensemaking in adapting an elementary science lesson is emphasized as ethical decision-making with members of local community. The article provides ideas and inspiration for teacher preparation programs to integrate and enhance environmental justice connections within […]
Supporting Preservice Elementary Teachers in Teaching Science for Equity and Justice: A Practical Framework
Abstract Drawing on four approaches to equity, this article presents a practical framework for helping pre-service elementary teachers work toward equity and justice in their science teaching. It describes how the framework has been used instructionally in an elementary science methods class and discusses the results of a pilot study of 31 preservice elementary teachers’ […]
Learning to Teach about Climate Justice and Social Justice in Science Methods
Abstract This paper highlights the need to develop teachers who can provide young people with science instruction that encourages and empowers them to be leaders in their communities, and to help them understand the importance of social action, civic engagement, and advocating for their communities. Keywords: Teacher development Science education Youth empowerment […]
Towards a climate change justice theory?
Abstract The paper takes a closer look at the theories of climate justice (TCJ) to see how different TCJs may be from theories about global justice (TGJ) and environmental justice (TEJ), with a focus on the distinctions and differences between them. Although TEJs remain tethered to domestic and regional social orderings, they generally come closer to TCJs […]