Abstract
This paper approaches climate change as a superordinate concern that should guide a holistic transformation of formal schooling towards integration and sustainability. The call for climate change education (CCE) has been amplified by international organizations and youth protestors alike, united by a shared concern for our planet. By combining CCE with principles of transformative learning (TL), the paper outlines a framework for transformative climate change education (TCCE). If climate change fits the description of a super wicked problem, this is also true of TCCE, which requires the simultaneous transformation of curricula, pedagogies, and assessment systems. The paper argues that the implementation of TCCE faces significant challenges because it disputes the underlying values of our transmissive educational systems. Those challenges are formulated here as a series of questions, which are followed by a discussion of sustainability pedagogies that help learners build capacity for understanding and acting on climate change.
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