[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-600476-105":3,"doc-detail-600476-en":81,"detail-sidebar-cat-0-en-105":99},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","current-issues-in-comparative-education-cice-special-issue-2025","Current Issues in Comparative Education (CICE) - Special Issue 2025","","The article examines ecopedagogy as a critical learning pedagogy for climate justice and as a pathway to a “Just Transition.” It argues that conventional, standardized environmental education and top-down agendas fail to cultivate critical awareness, collective action, and civic engagement needed to address climate, biodiversity, and social-environmental injustices affecting marginalized communities. Using selected global cases, it links ecopedagogy to Freirean critical consciousness and proposes a framework for education and policy implementation that prevents workers and communities from being left behind during decarbonization.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/current-issues-in-comparative-education-cice-special-issue-2025/600476/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/current-issues-in-comparative-education-cice-special-issue-2025/600476.png","ImageObject",300,407,{"name":42,"@type":43},"OmBimo","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is ecopedagogy and how does the article connect it to climate justice?","Question",{"text":63,"@type":64},"Ecopedagogy is presented as a critical educational approach grounded in Paulo Freire’s principles, emphasizing social injustice awareness and praxis. The article connects it to climate justice by using it to foster humanization, critical consciousness, and civic engagement.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What does “Just Transition” mean in the article?",{"text":68,"@type":64},"“Just Transition” is described as a framework ensuring workers and communities are not left behind as economies shift toward sustainable practices. It emphasizes fair wages, new job opportunities, and social support, including during the move away from fossil fuels.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the article propose using ecopedagogy in policy and practice?",{"text":72,"@type":64},"The article provides practical applications of its ecopedagogical framework in policy and practice, recommending reconstruction of education in community-based settings and alignment of policy interventions with Just Transition goals.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},600476,1792167020,{"code":4,"msg":82,"data":83},"success",{"doc_id":79,"user_id":84,"nickname":42,"user_avatar":85,"doc_module":4,"category_id":86,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":87,"file_id":88,"file_url":89,"file_type":90,"file_size":91,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":92,"language":93,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":94,"faqs":95,"seo_title":96,"seo_description":12,"update_tm":97,"read_time":98},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c",8,"Current Issues in Comparative Education (CICE), Volume 27, Issue 1, Special Issue 2025  \nEcopedagogy as a Lever for Climate Justice Towards a  \nJust Transition  \nRadhika Iyengar  \nClimate School, Columbia University  \nSyed Nitas Iftekhar  \nBard College Beijing Office for Asia-Pacific  \nMatthew Witenstein  \nDept. of Teacher Education, Educational Leadership & Policy, University of New Mexico  \nKaren Chand  \nSustainable Development Solutions Network, Asia Headquarters  \nThe article explores critical learning pedagogies focusing on ecopedagogy and emphasizing the importance of adopting a Freirean approach to learning as a lifelong commitment to promoting civically engaged and responsible climate action. It moves beyond the conventional standardised methods of environmental education taught informal institutions with structured syllabi and courses. The article highlights ecopedagogy as a learning philosophy integrated through grassroots actions. We discuss selected global issues, threatening biological, social, and environmental marginalization, as case studies to inform the article’s dialogue. We examine the definition and interpretation of ecopedagogy in the context of Paulo Freire's vision. We conceptualize ecopedagogy as a pathway to achieving a Just Transition, described as a framework that ensures workers and communities are not left behind as economies shift to sustainable practices. It focuses on fair wages, new job opportunities, and social support for those affected by changes like the move away from fossil fuels. The article proposes a framework that connects ecopedagogy with Just Transition through humanization and critical consciousness. To inform the non-existence of a uniform vision for what just transition entails (Cha & Pastor, 2022), we provide practical applications of this framework in policy and practice, offering recommendations for reconstructing education by implementing ecopedagogy in community-based settings to reconstruct policy aligned to Just Transition.  \nKeywords: Ecopedagogy, Just Transition, India, Malaysia, United States (U.S.).  \nIntroduction  \nThe Earth is witnessing the climate crisis looming large, interwoven with deep-rooted social and environmental injustices across international, national, and subnational levels. The burden of this crisis falls most severely on the poor and marginalized communities (Kashwan et al., 2020) . The limitations of globalized, standardized, top-down solutions  \n© 2025, Iyengar et al. CC BY 4.0 . Current Issues in Comparative Education 27(1), 197-215.  \nbecome increasingly apparent. Addressing the polycrisis of climate change, biodiversity loss, and social-environmental injustices requires not only planet-focused technological innovation but also a fundamental transformation in how we learn to understand our place within the wider web of life and humans’ role towards the inhabitants of planet Earth. Conventional environment teaching and learning paradigms fall short in fostering the critical awareness and collective action required to address the systemic roots of ecological degradation and inequity.  \nThis article explores ecopedagogy—a critical educational approach grounded in Paulo Freire's (1970/2017) principles’ awareness about social injustices and praxis through pedagogy—as a vital lever for achieving climate justice (Misiaszek, 2025) . We put forth ecopedagogy and explain its relevance to climate justice, specifically towards ‘just transition’. Just Transition (JT) is a concept popularized by United Nations (UN) agencies to bring forward a common global vision around decarbonization, green jobs, and net zero. JT emphasizes the need for a just and equitable shift from extractive industries to sustainable “green” ones (Stark et al., 2023) . A JT, as defined by the UN International Labor Organization (ILO):  \nConceptual framework in which the labor movement captures the complexities of the transition toward a low-carbon and climate-resilient economy, highlighting publ","cbCain0rPlJzSnBg","https://ap.wps.com/l/cbCain0rPlJzSnBg","pdf",342228,19,"English","# Introduction\n## Ecopedagogy as a Lever for Climate Justice Towards a Just Transition\n## Ecopedagogy for Systemic and Participatory Change","[{\"question\":\"What is ecopedagogy and how does the article connect it to climate justice?\",\"answer\":\"Ecopedagogy is presented as a critical educational approach grounded in Paulo Freire’s principles, emphasizing social injustice awareness and praxis. The article connects it to climate justice by using it to foster humanization, critical consciousness, and civic engagement.\"},{\"question\":\"What does “Just Transition” mean in the article?\",\"answer\":\"“Just Transition” is described as a framework ensuring workers and communities are not left behind as economies shift toward sustainable practices. It emphasizes fair wages, new job opportunities, and social support, including during the move away from fossil fuels.\"},{\"question\":\"How does the article propose using ecopedagogy in policy and practice?\",\"answer\":\"The article provides practical applications of its ecopedagogical framework in policy and practice, recommending reconstruction of education in community-based settings and alignment of policy interventions with Just Transition goals.\"}]","Current Issues in Comparative Education (CICE) - Special Issue 2025 | PDF",1792090766,48,{"code":4,"msg":82,"data":100},[101,105,109,113,118,123,127,130,135,138,142],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},"Exam",70,"exam",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},5,"Comic",60,"comic",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":125,"slug":126},"Healthcare",40,"healthcare",{"id":86,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":128,"slug":129},30,"research-report",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":133,"slug":134},9,"Religion & Spirituality",20,"religion-spirituality",{"id":133,"doc_module":4,"doc_module_name":25,"category_name":136,"show_sort_weight":133,"slug":137},"World Cup","world-cup",{"id":139,"doc_module":4,"doc_module_name":25,"category_name":140,"show_sort_weight":139,"slug":141},10,"Lifestyle","lifestyle",{"id":92,"doc_module":4,"doc_module_name":25,"category_name":143,"show_sort_weight":114,"slug":144},"General","general"]