Exploring environmental justice in educational research

From experience to actions for justice: learners’ views on epistemic, environmental and transitional justice in Nepal, Peru and Uganda

“…Literature is also growing around education and its relation to each of the specific justices explored in JustEd; however, greater understanding of their interconnections is needed. Environmental justice is conceptualised in different ways in the literature, with foci varying between anthropocentric 'right to nature' approaches and ecocentric 'rights of nature' approaches (Nuwategeka et al, 2021). Environmental education efforts characterise both approaches, with education seen as essential for messages of environmental preservation and protection (for example, Stevenson et al, 2013) and some arguing for the total reconceptualisations of educational systems in order to respond to climate crisis (Common Worlds Collective, 2020).…”

“…For example, Kahan et al (2012) find that scientific literacy has little or no relationship to how adults perceive the risks associated with climate change. Furthermore, literature on education and environmental actions and behaviours does often not consider differences in how individuals understand the natural world, particularly the distinction between anthropocentric and ecocentric approaches (Nuwategeka et al, 2021), nor distinctions of how burdens and responsibilities should be shared (Caney, 2014). The literature exploring correlates and predictors of actions and behaviours related to epistemic and transitional justice is much more limited.…”