Climate/environmental justice and EE

This book chapter examines how environmental education needs to evolve to address climate justice, particularly in the Indian context. The author argues that conventional environmental education has focused too narrowly on climate literacy and technical solutions while neglecting crucial sociopolitical, historical, and cultural dimensions. The chapter demonstrates how grassroots movements and civil society organizations in India offer valuable models for developing more contextually relevant and justice-oriented climate education approaches.

Environmental education must move beyond climate literacy to address sociopolitical dimensions and incorporate local knowledge for effective climate justice education, particularly in the Global South

The chapter examines the complex relationship between environmental education and climate justice in India, tracing both historical developments and current challenges. The author begins by establishing that while climate change represents an urgent global crisis, conventional educational approaches have been inadequate in addressing its full complexity, particularly in Global South contexts where climate impacts intersect with existing social and economic inequalities.

Posted: 11/06/24

Isobel Talks

This paper examines the current state of educational programming for youth, particularly girls, in low- and middle-income countries that addresses both gender equality and climate justice. Through analyses of both implementing actors and curricular materials, the authors find a significant disconnect between growing advocacy for gender-transformative climate education and actual programming on the ground. While some organizations are working at various entry points into gender and climate issues, few are delivering comprehensive programming that addresses gender equality, education, leadership development, and climate action together.

A landscape analysis reveals significant gaps in educational programming that addresses both gender equality and climate justice, despite growing global advocacy for such intersectional approaches

This study aims to establish a baseline understanding of how international development and education organizations are responding to the intersecting challenges of gender inequality and climate change. The authors conducted two complementary analyses: first, a landscape analysis of actors working in gender, education, leadership, and climate change; and second, an analysis of publicly available curricular materials addressing climate justice and gender equality.

Posted: 11/06/24

Isobel Talks

This paper examines connections between climate justice, gender equality, and education in Fijian policies through the Indigenous concept of "curui" (weaving). The authors argue that while these areas are critically important, especially for Small Island Developing States (SIDS) like Fiji at the frontline of climate impacts, current policy approaches fail to sufficiently integrate Indigenous knowledges and justice perspectives. Through analysis of Fijian national policies since 2010, the paper reveals disconnects between climate, gender and education policy spheres that could be strengthened through more holistic, Indigenous-centered approaches.

Indigenous Fijian concept of "curui" offers a framework for understanding how climate justice, gender equality and education policies can be more effectively interwoven, highlighting current gaps in policy alignment

This paper examines how climate justice, gender equality and education intersect in Fijian policy through the metaphor of "curui" – an Indigenous Fijian practice of weaving or patching together. The authors argue that neither gender equality nor education alone can solve the immense challenges of the climate crisis, particularly for SIDS like Fiji. However, connected approaches that center Indigenous knowledges and perspectives may offer more effective policy responses.

Posted: 11/06/24

Isobel Talks

This introductory book chapter argues that environmental and climate change education has historically failed to adequately address issues of equity and justice, despite these being fundamental to both the causes and impacts of climate change. The authors demonstrate that those least responsible for climate change face its worst impacts, while also experiencing educational inequities that limit their capacity to respond. Through analysis of historical contexts and current challenges, the chapter proposes four key principles for developing more equitable and just climate change education.

Climate change education must center equity and justice to effectively address the complex intersections of environmental, social, and educational inequities that characterize both the causes and impacts of climate change

This chapter examines how climate change education must be fundamentally reconceptualized to address issues of equity and justice. The authors argue that neither traditional environmental education approaches nor standard climate change curricula can adequately prepare learners to address the complex challenges of climate change. Instead, education must directly confront the historical inequities and injustices that underlie both climate change and educational systems.

Posted: 11/06/24

Isobel Talks

This comprehensive review examines how climate justice education (CJE) is evolving in formal education settings globally. The authors analyze current research, policy frameworks, and pedagogical approaches, finding that effective CJE requires moving beyond traditional science-focused instruction to address justice dimensions across cognitive, affective, and action domains. The review reveals that climate education is shifting from narrow science-based approaches to more holistic frameworks that recognize multiple forms of climate injustice and emphasize student agency and community-scale action.

Climate justice education in schools requires holistic approaches integrating scientific understanding with social, emotional, and action-oriented learning while emphasizing intergenerational, intersectional, and interspecies dimensions of justice

This article examines how schools can effectively implement climate justice education through analysis of current research, international policy frameworks, and emerging pedagogical approaches. The authors argue that while climate education has historically been confined to science instruction, addressing the climate crisis requires holistic approaches that integrate justice considerations across disciplines and learning domains.

Posted: 11/06/24

Isobel Talks

This systematic review examines how justice frameworks are being employed in climate change education (CCE) across various contexts. The authors analyze 55 peer-reviewed articles published between 2007 and 2020, finding significant growth in justice-focused CCE in recent years. The review reveals that justice-driven CCE extends beyond traditional STEM (science, technology, engineering, mathematics) settings, emphasizes people-focused over planet-focused aims, and encompasses diverse educational processes and outcomes across formal, community-based, and activist learning contexts.

Justice-driven CCE extends beyond traditional STEM settings, emphasizes people-focused over planet-focused aims, and encompasses diverse educational processes and outcomes across formal, community-based, and activist learning contexts

This article examines how justice frameworks are being incorporated into climate change education through a systematic review of peer-reviewed literature. The authors argue that while climate justice is increasingly central to policy discussions about addressing climate change, justice considerations are often missing from educational approaches.

Posted: 11/06/24