Conceptualizing Environmental Refugees in Education: A Transformative Language-Learning Framework

Abstract

Environmental refugees are increasing worldwide. Consequently, a theoretical framework is necessary for conceptualizing them in education. This article breaks new ground by providing such a framework in education, in general, and bilingual–bicultural education, in particular. The framework is grounded in O'Sullivan's (1999, 2002) transformative learning theory and Goulah's (e.g., 2006, 2007a, 2007b, 2008, 2009a, 2009b, in press) applications of it to language education, and it conceptualizes environmental refugees' sociocultural and sociopolitical experiences with a focus on maintaining their native languages and cultural practices and empowering them in their relocated areas. This article also presents the cultivation of planetary spatial literacies as an example in praxis of the proposed transformative bilingual–bicultural approach based on the framework. This approach is offered not only as a means of maintaining environmental refugees' native languages and cultural practices, but also as a means of preparing them and their native English-speaking, non-environmental refugee peers for “green-collar” jobs.