Integrating Climate Justice Into the Primary Initial Teacher Education Curriculum and Primary Classroom: From Theory to Practice

• In Event: Education and Climate Change, Climate Justice, and Cultural Inertia

Abstract

Climate change is considered one of the most pressing issues to face humanity, yet public understanding of this crisis is generally considered low. While education around climate change and climate justice is recognised as an imperative, there is a dearth of literature, curriculum materials, policy or practice on incorporating climate change and in particular climate justice into formal education. This paper sets out the recent findings of a mixed method study into conceptions of education related to climate change and climate justice held by teachers, teacher educators, student teachers and climate change experts in Ireland. The findings highlight the value of an interdisciplinary approach to climate justice and suggest strategies for its integration into the primary education sector.

Authors

• Rachel Kavanagh, St. Patricks College

• Rowan Oberman, St. Patricks College

• Fionnuala Waldron, St. Patrick's College

• Brian Ruane, St. Patricks College, Drumcondra, Dublin 9