Towards Citizen Governance for Climate Change Education and Justice: A Science–Policy Perspective

Abstract

This chapter discusses how society can be more involved in climate research and policy as a more socially equitable and just way of tackling future climate impacts through the lens of education. The first section discusses previous and contemporary social and political conditions in relation to increased and more equitable and just citizen engagement in climate action in the science–policy domain. The second section then explores how collaborative education approaches through Education for Sustainable Development (ESD) can be ramped up to catalyse increased citizen engagement in climate action. The chapter concludes by critically discussing future directions for research in ESD and climate change as a more inclusive and just form of climate governance.

Citation

Mercer, T.G. and Kythreotis, A.P. (2020), "Towards Citizen Governance for Climate Change Education and Justice: A Science–Policy Perspective", Myers, S., Hemstock, S. and Hanna, E. (Ed.) Science, Faith and the Climate Crisis, Emerald Publishing Limited, Leeds, pp. 79-92. https://doi.org/10.1108/978-1-83982-984-020201008