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 climate justice was developed through social movement learning, rather than in their K-12 classroom contexts.
Keywords: Youth climate action Transforming cultural, economic, and political systems Social movements Climate justice learning K–12 classroom limitations Extracurricular engagement Well-being benefits Systems change Civic and social agency
Core Idea: Youth Learning and Climate Justice Engagement Through Social Movements Beyond School Contexts
Link: https://doi.org/10.1177/00345237231160090
Reference: Vamvalis, M. (2023). “We’re fighting for our lives”: Centering affective, collective and systemic approaches to climate justice education as a youth mental health imperative. Research in Education, 117(1), 88-112. https://doi.org/10.1177/00345237231160090