This book asks how education can be developed to facilitate the radical social, cultural and economic transformations needed to deal with the ongoing climate emergency. The author illuminates important links between the work currently being done in climate change and education and the broader and older theories of radical education: an area of education theory and practice that has long grappled with the question of how to use education to create a more just society. Highlighting both current work and long traditions that include popular, progressive, feminist, anti-racist and anti-colonial education, the author draws on interdisciplinary research to make the case for how radical education can help tackle the climate change crisis. It will have direct relevance for scholars of environmental education and radical education as well as activists and practitioners.

This book asks how education can be developed to facilitate the radical social, cultural and economic transformations needed to deal with the ongoing climate emergency. The author illuminates important links between the work currently being done in climate change and education and the broader and older theories of radical education: an area of education theory and practice that has long grappled with the question of how to use education to create a more just society. Highlighting both current work and long traditions that include popular, progressive, feminist, anti-racist and anti-colonial education, the author draws on interdisciplinary research to make the case for how radical education can help tackle the climate change crisis. It will have direct relevance for scholars of environmental education and radical education as well as activists and practitioners.

Curriculum and Learning for Climate Action offers researchers, practitioners, donors, and decisionmakers insights into entry points for education systems change needed to reorient human society's relationship with our planetary systems.

The global scientific and policy community now unequivocally accepts that human activities cause global climate change. Although information on climate change is readily available, the nation still seems unprepared or unwilling to respond effectively to climate change, due partly to a general lack of public understanding of climate change issues and opportunities for effective responses. The reality of global climate change lends increasing urgency to the need for effective education on earth system science, as well as on the human and behavioral dimensions of climate change, from broad societal action to smart energy choices at the household level. The public's limited understanding of climate change is partly the result of four critical challenges that have slowed development and delivery of effective climate change education. As one response to these challenges, Congress, in its 2009 and 2010 appropriation process, requested that the National Science Foundation (NSF) create a program in climate change education to provide funding to external grantees to improve climate change education in the United States. To support and strengthen these education initiatives, the Board on Science Education of the National Research Council (NRC) created the Climate Change Education Roundtable. The Roundtable convened two workshops. Climate Change Education Goals, Audiences, and Strategies is a summary of the discussions and presentations from the first workshop, held October 21 and 22, 2010. This report focuses on two primary topics: public understanding and decision maker support. It should be viewed as an initial step in examining the research on climate change and applying it in specific policy circumstances.

Teaching Climate Change: Science, Stories, Justice shows educators how climate change can be taught from any disciplinary perspective and in a transdisciplinary way, drawing on examples from the author's own classroom. The book sets out a radical vision for climate pedagogy, introducing an innovative framework in which the scientific essentials of climate change are scaffolded via three transdisciplinary meta-concepts: Balance/Imbalance, Critical Thresholds and Complex Interconnections. Author Vandana Singh grounds this theory in practice, drawing on examples from her own classroom to provide implementable ideas for educators, and to demonstrate how climate change can be taught from any disciplinary perspective in a transdisciplinary way. The book also explores the barriers to effective climate education at a macro level, focusing on issues such as climate misinformation/misconception, the exclusion of social and ethical concerns and a focus on technofixes. Singh uses this information to identify four key dimensions for an effective climate pedagogy, in which issues of justice are central: scientific-technological, the transdisciplinary, the epistemological and the psychosocial. This approach is broad and flexible enough to be adapted to different classrooms and contexts. Bridging the social and natural sciences, this book will be an essential resource for all climate change educators practicing in both formal and informal settings, as well as for community climate activists.

In this groundbreaking Research Handbook on the Sociology of Youth, researchers from the Global North and South examine the social, political, cultural and ecological processes that inform what it means to be young. It explores the diversity of youth experiences and ways young people live their lives, responding to and actively working to overcome inequality, adversity and planetary crises.

This book pushes the theoretical boundaries of human rights education, engaging with complex questions of climate-related injustices, re-imagining education through a decolonising lens, and problematising the relationship between rights and responsibilities. It presents international studies of HRE in varied contexts (e.g. Uganda, Japan, Ireland) to explore the views and experiences of children who identify as human rights defenders, initial teachers’ understandings of concepts such as teacher agency in conflict-affected settings, and the barriers to children’s political agency. The book also highlights HRE in practice including participatory research with very young children as co-researchers and realising rights through play pedagogies, creative writing approaches and picturebooks. An HRE lens is also brought to bear on emerging subjects such as relationships and sexuality education and well-being. Aimed at educators, researchers and practitioners, and engaging with a range of concepts, contexts and contemporary challenges, this book offers new insights into HRE, particularly in the context of issues relating to children’s rights education and participation.