desired goals, while at the same time being notably vague in how they conceive of educational practices and processes. In this paper, we seek to address this by arguing for a reimagining of education with epistemic justice at its core. We show that this is necessary to support young people to understand and be able to respond to the complexity and scale of the global social and environmental challenges that they face today and in their futures. Through this, we build on the foundations of recent scholars who have argued for the necessity of doing education differently
justice in education and priorities for reform initiatives in addressing these. Here, it is argued that a system-wide, holistic response is necessary for creating more just education systems but that reform efforts need to engage with wider political struggles for social, environmental, epistemic and transitional justice. Why is justice-oriented reform in education important? Justice-oriented reform places issues of justice at the centre of reform efforts in education. As the authors of ‘Education as justice: articulating the epistemic core of education to enable
together across disciplines to enable systemic reform. What is clear from the articles is that the kinds of transformations that are necessary cannot be achieved by focusing only on specific aspects of education or solely on education without attending to broader social and environmental justice issues. The articles also emphasise the importance of listening closely to lived experiences of those in situations of injustice when considering how to promote change. The four research articles in Section 1 are from the JustEd study. These include qualitative explorations of
review: education and environmental, epistemic and transitional justice This paper shares with the larger JustEd project an understanding of environmental, epistemic and transitional justice as connected to one another and constitutive of broader notions of social justice ( Milligan et al, 2021 ). As the vast literature on social justice demonstrates, it is understood not only in terms of fairness of distribution, but includes representation and recognition of rights, identities and ways of knowing (for example, Fraser, 2000 ; Fricker, 2007 ; Sen, 2009 ; Novelli
, geographic, linguistic and demographic diversity of learners across different areas ( MoE, 2016 ). It is also relevant in considerations of environmental justice, which we will come to later. Nepal’s educational policy and programmes for delivering environmental goals Globally, there is increasing commitment to utilise education as a vehicle to advance global goals for environmental protection (for example, SDG 13 on climate action, 1 Article 12 of the Paris Agreement 2 ). Some parties have suggested that the education system is a ‘critical social tipping point’ for
that is culturally irrelevant and historically uninformed about their needs and realities. Nevertheless, driven by the hope for a better future through formal education, people from marginalised communities continue to seek schooling at the cost of their culture and values. Hence, education remains a site of injustice, underscoring the persistent need for transformative approaches that honour diversities and promote justice. Currently, most endeavours towards social justice in education continue to operate within the confines of the inequitable structures that they
education for environmental (in)justice in Nepal , Global Social Challenges Journal . Paulson , J. ( 2017 ) From truth to textbook , in (Re) Constructing Memory: Education, Identity, and Conflict , Leiden : Brill , pp 291 – 311 . Portocarrero , G. and Oliart , P. ( 1989 ) El Perú Desde la Escuela , Lima : Instituto de Apoyo Agrario . Reátegui Carrillo , F. , Ciurlizza Contreras , J. and Peralta Ytajashi , A. ( 2004 ) Hatun Willakuy: Versión abreviada del Informe Final de la Comisión de la Verdad y Reconciliación , Lima : Pontificia
, New York, NY : Routledge . Milligan , L.O. ( 2022 ) Towards a social and epistemic justice approach for exploring the injustices of English as a Medium of Instruction in basic education , Educational Review , 74 ( 5 ): 927 – 41 . doi: 10.1080/00131911.2020.1819204 Milligan , L.O. , Desai , Z. and Benson , C. ( 2020 ) A critical exploration of how language-of-instruction choices affect educational equity , in A. Wulff (ed) Grading Goal Four: Tensions, Threats, and Opportunities in the Sustainable Development Goal on Quality Education
the University of Reading made a commitment to embed Climate and Sustainability Education across its Initial Teacher Education programmes (ITE) as part of the National Action Plan for Climate Education ( UoR, ndb ). This coincided with the launch of the Department for Education Strategy. Accordingly, all ITE programmes have to offer TTs the opportunity to learn a variety of knowledge, skills, values and competencies that relate to climate change, sustainability and climate justice. The HBH project was part of the IoE’s efforts to pursue the ITE’s Climate and
transition. For example, several studies have pointed to a lack of diversity or attention to social justice in the everyday governance of Transition Cities in Canada (Bardos, 2016), Belgium ( Kenis and Mathijs, 2014 ) and the UK ( Smith, 2013 ; Grossmann and Creamer, 2016 ), and others have used urban case studies from around the world to develop innovative frameworks for inclusive, ‘climate-just cities’ ( Steele et al, 2018 ; Granberg and Glover, 2021 ). Still more studies have focused on relationships between local government and non-governmental stakeholders to map
