Abstract
One of the challenges of climate justice education is how to shift attention to local classrooms and schools where there are risks of reducing teaching to environmental education focusing on injustices happening elsewhere. The study addresses this problem is by connecting education for susutainable futures (ESF) with Linguistic and Cultural Responsive Pedagogies (LCRP). The connection is made by situating linguistic and cultural inequalities within schools and classrooms, in relation to historical, global processes such as colonization and racism. From the perspective of ESF, the epistemological challenge for sustainability education is to unlock universals such as modernity and development and make space for and engage with other knowledge systems. LCRP is a means to enable diverse epistemologies, knowers, and knowledge in education and foster dialog between them.
Keywords: Climate justice education Local classrooms and schools Global vs. local focus Environmental education limitations Education for Sustainable Futures (ESF) Linguistic and Culturally Responsive Pedagogies (LCRP) Linguistic and cultural inequalities Colonization Racism Diverse epistemologies Knowledge systems Dialogic pedagogy Epistemological challenge Sustainability education Decentering Western universals Inclusive knowledge practices
Core Idea: “Integrating Climate Justice with Linguistic and Culturally Responsive Pedagogies to Center Local Inequities and Diverse Epistemologies
Reference: Linguistically and Culturally Responsive Pedagogy for Sustainable Futures: Learning from a European Teacher Education Project by Bowden, Rachel Education sciences, 06/2025, Volume 15, Issue 6 Commonalities between linguistically and culturally sensitive pedagogy (LCRP) and education for sustainable futures (ESF) suggest the bene… Journal Article: Full Text Online