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Drawing on the “Creating our Vision for a Greener Future” project, it frames Freirean pedagogy as a foundation for teaching, learning, and action in socio-ecological transformation.",{"@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 & 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Socio-Ecological Transformation  \namanda slevin, roxanne elliott, rosie graves,  \ncolleen pet ticrew and alexandra popoff  \nAbstract  \nClimate breakdown is one of the greatest challenges our world faces. Driven by social, economic, political, environmental and ideological forces, the climate crisis necessitates critical, creative, inclusive and impactful action across multiple levels of society. Adult learning is a core element of societal transitions to amore sustainable future and this article explores Paulo Freire’s Pedagogy of the Oppressed as a valuable resource for understanding processes of, and barriers to, multi-level changes. Drawing on our innovative ‘Creating our Vision for a Greener Future’project, we situate Freirean pedagogy as a cornerstone of teaching, learning and action for socio-ecological transformation.  \nKeywords: Climate Breakdown, Freirean Pedagogy, Climate Action, Adult Learning, Pedagogy for Socio-Ecological Transformation  \nIntroduction  \nWe live in an era of unprecedented socio-ecological turmoil. Entwined with societal patterns of production and consumption, environmental catastrophes such as climate breakdown, deforestation and plastic waste in oceans are heightening awareness of human impacts on our planet. Focusing on the climate crisis as one of the greatest challenges facing our socio-ecological world, in this article we articulate the forces driving climate breakdown as being simultaneously social, economic, political, environmental and ideological. We argue that critical, creative, inclusive and impactful actions are required across multiple levels of society to tackle the climate and ecological crises; Paulo Freire’s Pedagogy of the Oppressed is a valuable resource for understanding processes of, and barriers to, societal changes.  \nOutlining some of Freire’s key concepts, we examine problem-posing education,  \nconscientisation and praxis as essential components of adult learning for transformative climate action. We elucidate the influence of Freire’s ideas on‘Creating our Vision for a Greener Future’, a non-formal educational initiative developed by staff and students in Queen’s University Belfast. Situating Freirean pedagogy as a cornerstone of teaching and learning for socio-ecological transformation, we emphasise how adult learning is a core element of societal transitions to a healthier, fairer and sustainable future.  \nClimate Change  \nA crucial issue of growing public discourse, climate change relates to large-scale, long-term shiftsin our planet’s average temperatures and weather patterns (Met Office, 2019) . Carbon dioxide (CO2), methane (CH4), nitrous oxide (N2O) and fluorinated gases are greenhouse gases (GHGs) which trap radiation from the sun within the earth’s atmosphere, acting like a greenhouse which retains the sun’s heat and prevents it from escaping into space (National Institutes of Health, 2019). This ‘greenhouse effect’ means the majority of solar radiation is absorbed within the Earth system, causing our oceans, atmosphere and land to heat up, warming the planet beyond normal temperatures and causing climate change (Lallanila, 2018) . We, humans, increase the greenhouse effect and global warming by adding vast amounts of greenhouse gases to those which occur naturally in the atmosphere, through activities like: using oil, gas and coal (fossil fuels) to power our homes, workplaces and transport; cutting down trees to clear land for house construction or for livestock to graze (as trees absorb CO2, they act as carbon sinks; deforestation releases stored carbon into the atmosphere); unsustainable farming practices, livestock production and meat consumption (European Commission, 2019) .  \nDespite growing public awareness of climate change, demand for fossil fuel resources keeps rising: primary energy consumption increased by 2.9% in 2018 (the fastest growth since 2010, nearly double the 10-year average of 1.5% per year); carbo","cbCaieAmpfIpu0MO","https://ap.wps.com/l/cbCaieAmpfIpu0MO","pdf",144850,23,"English","# Introduction\n## Climate Change\n## Climate Breakdown and Socio-Ecological Injustices\n## Freire’s Concepts for Transformative Adult Learning","[{\"question\":\"What is the article’s central argument about the climate crisis?\",\"answer\":\"The climate crisis is driven by interconnected social, economic, political, environmental and ideological forces, requiring critical, creative, inclusive, and impactful action across multiple levels of society.\"},{\"question\":\"Why does the article focus on adult learning?\",\"answer\":\"Adult learning is presented as a core element of societal transitions toward a healthier, fairer, and more sustainable future.\"},{\"question\":\"How does Freire’s Pedagogy of the Oppressed support socio-ecological transformation?\",\"answer\":\"The article treats Freire’s pedagogy as a valuable resource for understanding the processes of change and the barriers to multi-level societal transformation, using concepts like problem-posing education, conscientisation and praxis.\"}]","Lessons from Freire - Towards a Pedagogy for Socio-Ecological Transformation | PDF",1792066091,58]