Justice‐centred climate change education and territory

Abstract In a globalised world, education faces challenges that go far beyond professional training, where social responsibility and the inclusion of heterogeneous communities and territories in all levels of education have become a greater focus of the university and of scientific research, setting the stage for more inclusive public policies. Greater acknowledgement of how humans affect the global environment (Anthropocene), especially through the living structures of capitalism (Capitalocene), and of ongoing processes of colonialism, including continuous (mis/non) representations of traditional Indigenous cosmovisions and South epistemologies, have also spurred new settings for thinking about praxical pedagogies that critically discuss and act upon how our environment is changing. At the centre of this discussion is also a growing acknowledgement of territory and its influence on worldviews and cultural identities. Among these critical engagements, climate change has been consolidated globally as one of this generation's main challenges for thinking about the future of life on Earth. Bringing all of these aspects together, this paper presents an empirically based justification for justice‐centred climate change education with a focus on territory. The account assembles references from the Global North and South along with a grounded example from the Caribbean Colombia. By formulating a thorough justification for justice‐centred climate change education, this paper aims to explore the role of justice and territory in the research and practice of education about climate change.