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 […]
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 […]
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 […]
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, […]
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 […]
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 […]
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 […]
Building Teacher Identity in Environmental and Sustainability Education: The Perspectives of Preservice Secondary School Geography Teachers
Abstract The paper explores the ways in which trainee secondary school geography teachers develop their professional identity in the context of ESE. Teachers share and value their own and their students’ stories of and personal connections with the environment, and seek to enable young people to bring about change to their lives and communities. Authors suggest exploring and reflecting upon geography pedagogies from higher […]
Politicized socioscientific issues education promoting ecojustice
Abstract The book chapter discusses the STEPWISE (Science & Technology Education Promoting Wellbeing for Individuals, Societies & Environments) curricular and pedagogical framework that may help achieve ecojustice goals, which is elaborately described, illustrated, and problematized. It explains that there are needs for science and technology programmes to educate students about possibly-problematic power relations involving science and technology and prepare them to […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
Teaching STEM through Climate Justice and Civic Engagement
Abstract This article provides a rationale and resources for teaching climate justice and civic engagement across the STEM curriculum in K-12 and higher education. It presents a culturally responsive approach to STEM teaching and learning that centers social justice issues arising from climate impacts, and energy extraction and development activities, with a focus on participatory and equitable solutions and […]
Ecocritical Pedagogies: (Re)Imagining Education for Diversity, Democracy, and Sustainability as Eco-Justice Curriculum
Abstract Ecocritical pedagogies in teacher education strive to engage teachers in identifying and critically examining the role that education both plays, and ought to play, in transitioning toward supporting diverse, socially just, and sustainable communities. It involves engaging in teaching and learning that explores diverse projects to rethink the dominant assumptions influencing how we, as humans, construct meaning and thus how we learn to […]
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 […]
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., […]