Environmental justice in education for climate action: Case studies from Perú and Uganda

Abstract This paper draws on participatory research with secondary school learners in Perú and Uganda that shows how environmental and social (in) justices are interwoven and embedded in young people's experiences of the natural world. These experiences contrast with learners' accounts of environmental education in secondary schooling, in which the notion of justice is comparatively, and therefore conspicuously, absent. We employ four distinct but overlapping conceptualisations of justice—biocentric and anthropocentric notions of environmental justice, including climate justice, and epistemic justice—to analyse how learners understand responsibilities for climate action, and what change they anticipate and hope for in the future. Observing that ethical frameworks enable learners to make sense of the complexity of human and more‐than‐human relationships within natural ecosystems, we argue that a multiple justice framework in formal schooling is needed. A multiple justice approach to environmental education could support learners to develop a critical consciousness in and about the natural world, and to imagine and be motivated to act in support of a better future. Our findings are based on accounts from 123 secondary school learners in eight schools—four schools in northern Uganda and four in diverse regions of Perú.