Browse by author
Lookup NU author(s): Dr Catherine WalkerORCiD
This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
As the effects of climate change are felt around the world, the stakes for what climate change education (CCE) is and what it can achieve have never been higher. Young people’s climate concerns are widely known, and students around the world have expressed wishes for action- and justice-oriented CCE. This article draws from research conducted with migrant-background young people and secondary educators (including geography educators) in Manchester, UK, and Melbourne, Australia, which explored intergenerational and cross-cultural responses to climate change. The article reflects on students’ and educators’ accounts of CCE and considers how geography – in conjunction with other disciplines – can sharpen students’ understandings of climate justice. It argues that geography’s key concepts and curricular foci provide a strong foundation for teaching climate justice, but that learning about distributive justice must be accompanied by greater application of recognitional and procedural justice to better support students to respond to climate change.
Author(s): Walker C
Publication type: Article
Publication status: Published
Journal: Geography
Year: 2024
Volume: 109
Issue: 3
Pages: 145-152
Print publication date: 01/09/2024
Online publication date: 01/10/2024
Acceptance date: 01/08/2024
Date deposited: 09/10/2024
ISSN (print): 0016-7487
ISSN (electronic): 2043-6564
Publisher: Taylor & Francis
URL: https://doi.org/10.1080/00167487.2024.2395177
DOI: 10.1080/00167487.2024.2395177
ePrints DOI: 10.57711/q1ey-fe64
Altmetrics provided by Altmetric
