Abstract

In the context of a resurgence of civic activism to address climate change, we present findings from an exploratory research project on climate justice education (CJE). We conducted deliberative focus groups and interviews with activists, advocacy workers and educators in order to address three broad aims: to consider the ways in which different stakeholders conceptualise climate justice; to examine how teachers and activists perceive challenges to, and opportunities for, developing climate justice education; to explore the potential for recognising activism and civic engagement as an educational process, considering both activists’ views on education and educators’ views on activism in this context. Activists recognised the potential for CJE which is connected to social movements (especially youth-led movements), local communities, and addresses the affective dimensions of the climate crisis. Although our teacher participants shared some of the analyses of the activists, they were less well informed about climate justice as a concept and were more ambivalent about the prospect of learning through and from activism.

摘要

在应对气候变化的公民行动主义复苏的背景下，我们介绍了气候正义教育 (CJE) 探索性研究项目的结果。我们对活动家、倡导工作者和教育工作者进行了协商焦点小组和访谈，以解决三个广泛的目标：考虑不同利益相关者对气候正义概念化的方式；研究教师和活动家如何看待发展气候正义教育的挑战和机遇；探索将激进主义和公民参与视为一种教育过程的潜力，同时考虑激进主义者对教育的看法和教育工作者在这种情况下对激进主义的看法。活动家认识到 CJE 的潜力，它与社会运动（尤其是青年主导的运动）、当地社区、并解决气候危机的情感层面。尽管我们的教师参与者分享了活动家的一些分析，但他们对气候正义作为一个概念的了解较少，并且对通过活动学习和从活动中学习的前景更加矛盾。