Towards justice-oriented climate change and sustainability education: Perspectives from school teachers in England

Abstract

Education, including school education, is widely understood as fundamental to a just response to global climate and ecological crises. We examined the practices of teachers based in England focused on climate change and sustainability education (CCSE). Analysis of survey responses from over 300 teachers found that CCSE was realised through classroom teaching as part of the official and planned curriculum. CCSE was developed through practices where knowledge was at the centre, and which were action- and community-oriented. Analysing data through the lenses of curricula justice and climate justice, we argue that whilst these practices provide a foundation for justice-oriented CCSE, they do not fully realise the aims of climate justice education which seeks to disrupt, challenge and repair colonial ways of being and thinking. Justice-oriented CCSE demands a fundamental shift in the leadership of school-based education in England at school and policy levels, so that the practices identified through this survey fully encompass ideas of climate justice. Support at policy level is essential if justice-oriented CCSE is to move beyond the scope of committed and enthusiastic individuals and become collaborative practice and a shared responsibility which extends across all educational settings.