Climate Justice Education: From Social Movement Learning to Schooling

Abstract

This article explores climate justice education through the lenses of cognitive justice and translation, arguing for a move from a Eurocentric “monoculture” of knowledge to an ecology of diverse knowledge practices. Drawing on social movement learning and empirical work with activists and teachers, it examines how climate justice discourses challenge post-political framings of climate change and (unequally) enter formal education spaces. The authors conclude by proposing ways to create educational spaces of translation that can move productively between informal and formal contexts without erasing difference.