Learning for Climate Justice

Abstract

A “mountain of disposable nappies” in a river in the northern part of South Africa provides a real-life case study to explore “climate justice” and “learning” within civil society. Climate justice is attained by foregrounding the needs and interests of the people who have contributed least to climate catastrophes and are most affected by them. The climate and ecological crises have particular impacts on the majority of women. Women carry primary responsibility due to unequal patriarchal divisions of labor, for putting food on the table, and taking care of ecosystems, families, and communities. Applying an ecofeminist analysis to the case study, entanglements of ecological breakdown, capitalism, racism, and patriarchy are identified. These undergird the environmental catastrophe that is unfolding. The transformation that is required is unlikely to be led by those who have created the problem. Movements from below, including climate justice and related social movements, are key vehicles to build pressure and create systemic alternatives. Learning through activism is an essential part of lifelong learning for climate justice. It is situated in broader social change processes that are grounded in environmental issues or landscapes, the people, and all life forms, including the rivers. It embraces relationality as an emerging (and ancient) paradigm, ecofeminist praxis, cognitive justice, and indigenous knowledge systems. Learning through activism has profound implications for education and learning across all life stages. This is where educators become learners and where educational processes are designed to support deep transformation.