[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593137-105":59,"doc-detail-593137-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","australian-journal-of-adult-learning-volume-62-issue-3-november-2022-towards-an-emergent-curriculum-for-climate-justice-adult-educatorsactivists","Australian Journal of Adult Learning - Volume 62 - Issue 3 - November 2022 - Towards an emergent curriculum for climate justice adult educators/activists","","Ecoliteracy is framed as essential for adult educators and activists building ecoliterate populations through climate justice education. Drawing on a three-year, seven-author case story from the PIMA webinar series, the article analyzes how emergent curricula take shape in practice. Using an ecofeminist lens, it links ecological breakdown with capitalism, colonialism, racism, and patriarchy, identifying five inquiry-based themes to orient adult learning and collaborative, transformative action.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-adult-learning-volume-62-issue-3-november-2022-towards-an-emergent-curriculum-for-climate-justice-adult-educatorsactivists/593137/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-adult-learning-volume-62-issue-3-november-2022-towards-an-emergent-curriculum-for-climate-justice-adult-educatorsactivists/593137.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the article’s focus regarding climate justice education?","Question",{"text":112,"@type":113},"The article describes and analyzes a case story of an emergent climate justice curriculum in action through a PIMA webinar series, focusing on what it looks like for adult educators and activists.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article use ecofeminist analysis?",{"text":117,"@type":113},"It uses ecofeminist analysis to understand relational entanglements connecting ecological breakdown with capitalism, colonialism, racism, and patriarchy, which undergird breaches of planetary boundaries.",{"name":119,"@type":110,"acceptedAnswer":120},"What learning themes does the article propose for orientating curricula?",{"text":121,"@type":113},"It identifies five inquiry-based themes that serve as coordinates for orientating curricula so adult educators/activists can learn climate justice and act collaboratively.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593137,1792120116,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Australian Journal of Adult Learning Volume 62, Number 3, November 2022  \nTowards an emergent curriculum for climate justice adult educators/activists  \nShirley Walters  \nUniversity of the Western Cape, South Africa  \nAstrid von Kotze  \nPopular educator, South Africa  \nJoy K. P. O’Neil  \nTransformative Learning Center, Cabrillo College, California  \nJane Burt  \nrealife learning, Bristol, UK  \nColette February  \nUniversity of the Western Cape, South Africa  \nDarlene Clover  \nUniversity of Victoria, Canada  \nEcoliteracy is essential for adult educators/activists en route to creating ecoliterate populations. Working cooperatively with other networks in the spirit of a ‘solidarity economy’, a group within the PIMA network has run a climate justice education programme through  \nTowards an emergent curriculum for climate justice adult educators/activists 299  \na series of webinars. We describe and analyse a case story of an emergent climate justice curriculum in action. We use an ecofeminist analysis to understand the relational entanglement of ecological breakdown, capitalism, colonialism, racism and patriarchy which in part undergird the breaching of planetary boundaries. We identify five inquiry-based themes which are suggestive as coordinates for orientating curricula for adult educators/activists learning climate justice. One of these is the importance of building ecoliterate alliances through collaborative action as we face the ‘socio-ecological hurricane’which is bearing down.  \nKeywords: climate justice, ecofeminism, adult learning and  \neducation, emergent curriculum, adult educators, popular education  \nIntroduction  \nBello (2022) suggests that today we face the genesis of a global social hurricane: ‘The big problem for all of us is when the climate, economic, and political and ideological crises intersect, which they are doing right now, for they feed into each other, like moist humid air and warm ocean water do in the formation of a hurricane, and create a combined power that can smash everything in its path’(Bello, 2022, n.p.) . Ethical adult educators cannot continue to provide the same old curricula as if the very existence of the Planet were not in peril: we have a “responseability”(Sterling and Martin, 2019) to contribute to the struggle for climate justice. Sterling (2021) argues that educators and educational systems have the ability to respond. Reflecting on the PIMA webinar series we ask: is there an emergent curriculum focused on climate justice and what does it look like?  \nIn this article we describe a case story of an emergent climate justice curriculum in action. Three years in the making within the PIMA network, a group of seven of us have taken responsibility. We use an ecofeminist analysis to understand the relational entanglement of ecological breakdown, capitalism, colonialism, racism and patriarchy which undergird the breaching of planetary boundaries and lead to an urgent need for ecoliteracy (Kahn, 2010) for adult educators/activists. Ecoliteracy we understand as a political/pedagogical undertaking  \n300 Shirley Walters, Astrid von Kotze, Joy K. P. O'Neil, Jane Burt, Colette February and Darlene Clover  \nwhich refers to unfolding, critical understandings of these relational entanglements which can lead to transformative action in the interests of climate justice for the majority of humans and the more-than-human world.  \nWe are a group of seven adult educators and activist-scholars from South Africa, Canada, England and the USA. Our contexts of working and living vary substantially. Scientists have identified Southern Africa as a “climate change hotspot.” This means that we will experience much more severe impacts with more frequent droughts, less regular rainfall, less certain food supplies, more frequent cyclones, and flooding despite having contributed least to accelerated climate change. Widespread poverty and inequality in the region exacerbate the risks to lives and livelihoods while the envir","cbCais7gB02tvHA0","https://ap.wps.com/l/cbCais7gB02tvHA0","pdf",268157,27,"English","# Introduction\n# Overview of PIMA’s Climate Justice and ALE Programme\n# Emergent Curriculum in Action\n## Ecoliteracy and Transformative Action","[{\"question\":\"What is the article’s focus regarding climate justice education?\",\"answer\":\"The article describes and analyzes a case story of an emergent climate justice curriculum in action through a PIMA webinar series, focusing on what it looks like for adult educators and activists.\"},{\"question\":\"How does the article use ecofeminist analysis?\",\"answer\":\"It uses ecofeminist analysis to understand relational entanglements connecting ecological breakdown with capitalism, colonialism, racism, and patriarchy, which undergird breaches of planetary boundaries.\"},{\"question\":\"What learning themes does the article propose for orientating curricula?\",\"answer\":\"It identifies five inquiry-based themes that serve as coordinates for orientating curricula so adult educators/activists can learn climate justice and act collaboratively.\"}]","Australian Journal of Adult Learning - Volume 62 - Issue 3 - November 2022 - Towards an emergent curriculum for climate justice adult educators/activists | PDF",1792076669,68]