Zine-Making for Climate Justice Education - Pedagogical Reflections from an Arts-Based Workshop

Aug 28, 2026

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Art-making has long been a feature of education and increasingly challenges normative perspectives in environmental education. This collaborative article reflects on a creative zine-making pedagogy for climate justice education, drawing on a zine/arts-making workshop held on Bundjalung Nation Country for the annual retreat of the SEAE Research Centre. Participants collectively produced a zine and explored de/anti-colonial, ecofeminist approaches. The article contextualises, describes, and evaluates possibilities and challenges, recommending zine-making as playful generative rebellion toward climate justice with care.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Introduction

Arts in environmental education

Zine-making as pedagogy for climate justice education

Workshop reflections: possibilities and challenges

Recommendations

Australian Journal of Environmental Education (2026), 42, 875–894 doi:10.1017/aee.2026.10156 ARTICLE Zine-Making for Climate Justice Education: Pedagogical Reflections from an Arts-Based Workshop Laura Rodriguez Castro, Chantelle Bayes, Sarah M. Crinall, Olivera Kamenarac, Liberty Pascua de Rivera, Lisa Siegel, Marilyn Ahearn, Katie Hotko, Aspa Baroutsis, Alexandra Lasczik and Amy Cutter-Mackenzie-Knowles Faculty of Education, Southern Cross University, Australia Corresponding author: Laura Rodriguez Castro; Email: [laura.rodriguez.castro@scu.edu.au](laura.rodriguez.castro@scu.edu.au) (Received 03 November 2025; revised 24 February 2026; accepted 01 March 2026; first published online 06 April 2026) Abstract Art-making has long been a feature of education and is increasingly being engaged to challenge normative perspectives in environmental education. This collaborative piece reflects on a creative pedagogy of zinemaking for climate justice education based on the experiences of a zine/arts-making workshop held on Bundjalung Nation Country (so-called Kingscliff, Australia) for the annual retreat of The Sustainability, Environment, and the Arts in Education Research Centre. Members attended the workshop and collectively created a “zine” on the day. From a myriad of transdisciplinary spaces in education, the workshop was inspired by collective concerns and political commitments to climate justice education. Working in the space of de/anti-colonial and ecofeminist education, facilitators opened a space to understand, collage and create manifestos, stories, poems, and art on climate justice through zine-making. Based on collective reflection and writing together, this article contextualises and describes a pedagogical approach for climate justice education through zine-making. Artfully it exhibits our collectively created zine intermingled with reflective responses regarding the possibilities and challenges of zine-making as pedagogy for climate justice education. We recommend zine-making be put to work as a playful and creative pedagogy of generative rebellion toward climate justice with care. Keywords: Arts-based pedagogy; climate justice; climate justice education; environmental education; zines Introduction This collaborative piece records the experiences and reflections from a zine/arts-making workshop on climate justice education held at the annual planning and writing retreat of The Sustainability, Environment, and the Arts in Education (SEAE) Research Centre (Southern Cross University) which occurred in early November 2024 on Bundjalung Nation Country (so-called Kingscliff, Australia) . Twelve members attended the workshop and collectively created a “zine” on the day. SEAE Centre members, who were the participants of the workshop, are working in a myriad of transdisciplinary spaces in education, including early childhood, arts, feminisms, education policy and environmental education. The zine-making workshop was inspired by our collective concerns and political commitments to climate, environmental, and planetary justice education. As Jafryet al., (2018) and Lobo et al., (2024, p. 10) explain “climate justice critiques the unequal contribution to, and burden of, climate change around the globe between different regions, © The Author(s), 2026 . Published by Cambridge University Press on behalf of Australian Association for Environmental Education. This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence ([https://creativecommons.org/licenses/by/4.0/](https://creativecommons.org/licenses/by/4.0/)), which permits unrestricted re-use, distribution and reproduction, provided the original article is properly cited. [https://doi.org/10.1017/aee.2026.10156](https://doi.org/10.1017/aee.2026.10156) Published online by Cambridge University Press 876 Laura Rodriguez Castro et al. countries and communities, gender inequalities and environmental racisms, as well

FAQs

What is the main focus of the article?

The article documents and reflects on a collaborative zine-making pedagogy for climate justice education, grounded in experiences from an arts-based workshop.

Where and how was the zine/arts-making workshop conducted?

The workshop took place on Bundjalung Nation Country (so-called Kingscliff, Australia) during the SEAE annual planning and writing retreat, where twelve members collectively created a “zine” in one day.

What educational perspectives shaped the workshop facilitation?

Facilitators worked within de/anti-colonial and ecofeminist education, using zine-making to collage and create manifestos, stories, poems, and art related to climate justice.

Aug 28, 2026

Upload by Quinn