Towards climate justice in education: a trasformative change

The devastation of the climate crisis is experienced very differently among the people, communities and places most at risk: transformative climate action requires conceptually and empirically connecting the climate crisis with social injustice, economic inequality and health. Education in society is also called upon to contribute to climate justice and global sustainability, with actions to build a more just, stable and healthy future. Education is a critical sector of society in terms of preparing for the future and schools are among the most stable and forward-looking organizations in many communities. To reimagine what is possible, the climate crisis must be addressed in education alongside systemic change for social justice and structural change focused on economic justice, racial justice and energy justice. This paper aims to contribute to the debate on climate justice and education. It presents key evidence from an exploratory study in primary schools on climate change education as a response to the climate crisis. Attitudes and behaviors towards climate justice are explored for possible transformative change. The different visions that emerge underline the complexity of the phenomenon and the methods of intervention.