Countering innocence: Teaching the justice in climate justice education with young learners

Early childhood education often frames climate change as too complex, political, or emotionally charged for young children, positioning them as “innocent” or incapable of engaging with environmental and social justice issues. Drawing on Critical Race Theory, this study examines climate justice education in early childhood, with particular attention to how dominant constructions of childhood innocence and race shape opportunities to engage young children in critical conversations about climate and environmental justice. We analyze one outdoor preschool teacher’s reflections on child-led discussions around environmental stewardship, care, and human impact with young children. Our findings reveal that there are many opportunities to discuss issues of power, harm, and justice within climate education that remain mostly missed. The analysis also illuminates how dominant discourses of innocence and apolitical pedagogy, alongside educator uncertainty and institutional conditions that shape their willingness and ability to navigate unfamiliar and uncomfortable topics. Implications include strengthening early childhood teacher education, supporting educators’ ethical reflection, and engaging families in developing approaches to environmental awareness and social responsibility in early childhood.