Elementary Teacher Candidates’ Views of Children’s Literature on Climate Change
Abstract In this study, elementary Teacher Candidates’ perceptions of children’s literature depicting climate change were examined for the purpose of understanding how they view these texts as tools for student learning. Findings suggest that very few Teacher Candidates are “Dismissive” or “Doubtful” about climate change even in a conservative oil-producing US state; instead, most Teacher Candidates were “Concerned”. However, in their […]
Climate Justice is Social Justice in the Global South
Abstract The article explores how climate justice is often invoked without a clear definition of the concept, and how the problem of climate (in)justice in the Global South arises from a broader story of social injustices. The author argues that climate justice is inherently linked to social justice. Focusing on Prakash Kashwan’s framework of three-dimensions of climate justice […]
Nurturing a global ecojustice consciousness among preservice teachers through critical place-based learning
Abstract The paper explores how critical place-based learning experience impacted preservice teacher meaning-making of an international human and environmental crisis, shifting their conceptions of self, citizenship, and responsibility towards a more global, ecojustice consciousness. Keywords: Critical place-based learning Pre-service teachers (PSTs) Meaning-making International human and environmental crises Citizenship Responsibility Global consciousness Ecojustice […]
Enacting Climate Education in Teacher Preparation and Professional Learning
Abstract The book chapter highlights the importance of addressing emotional responses, providing time for reflection, and legitimizing mental health in climate change education, as well as the need for ongoing professional development and availability of resources for teachers. It also discusses the application of technology and the need for ongoing teacher education and development of […]
A Climate Justice Compass for Transforming Self and World
Abstract This article explores how metropolitan regional climate justice coalitions foster individual and collective transformation in response to climate change. Using the Breakthrough Compass as a conceptual tool, it illustrates how reconnecting with place can support ecological wholeness and systemic change. Stories and case studies show how local action in metropolitan regions can contribute meaningfully to global […]
Understanding ecojustice education as a praxis of environmental reconciliation: Teacher education, Indigenous knowledges, and relationality
Abstract This chapter explores environmental education (EE) as a praxis of environmental reconciliation between Indigenous and non-Indigenous communities in Canada. Through a critical review of ecojustice education literature, the authors examine both its potential and its limitations in supporting Indigenous education. Drawing on qualitative findings from teacher candidates participating in a voluntary practicum in an Indigenous community, […]
Envisioning low-carbon futures: possibility and hope as part of climate change teacher education
Abstract The paper recommends that futures-oriented skills and visioning scenarios be utilised in climate change education at all levels to foster hope and associated empowerment and efficacy amongst individuals. These visioning exercises can be subdivided into personal, local and global futures to ensure that impacts and solutions at the individual level are foregrounded. Keywords: Futures-oriented skills Visioning scenarios […]
Preservice Teacher Professional Development in Education for Sustainable Development
Abstract The book chapter discusses the importance of peer-to-peer exchange in promoting ESD, the need for teacher education programmes to offer creative opportunities and spaces to support effective professional development of prospective teachers, and the potential of a ground-up model of professional development to stimulate students’ interests in ESD. Keywords: Peer-to-peer exchange Education for Sustainable Development […]
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 […]