Education at the intersection of environmental, epistemic and transitional justices An initial scoping review
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Date
2021
Journal Title
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Volume Title
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JustEd: Education as and for environmental, epistemic and transitional justice
Abstract
This paper is the final of four theoretical background papers for JustEd – a research project that aims to understand how secondary school learners' knowledge and experiences of environmental, epistemic and transitional justice, in and out of school, relate to learners’ intended actions with respect to SDG 13 (climate action) and SDG 16 (peace) in Nepal, Peru and Uganda. This paper starts to identify the links between these justices in education and points to the ways that they can be complementary to, and enriching of, social justice perspectives. Through exploring the links across the three justices, we suggest that there are two key relationships between education and these multiple justices. The first is education as a means to achieve different forms of justice in the ways that education can lead to justice, for example, how access to schooling is considered a distribution of resources, or how learning about past conflict could enable positive peace. The second is education as an (un)just space in the ways that teaching/learning processes and social practices in classrooms, schools and in the wider environment reflect and embody different forms of justice.
Description
JustEd is an international comparative mixed methods study that explores the lived experiences of secondary school learners of environmental, epistemic and transitional justice. We produce insight into how learner experiences translate into actions to advance Sustainable Development Goals 13 (Climate Action) and 16 (Peace, Justice and Strong Institutions). The JustEd study is delivered by researchers at the University of Bath (UK), the University of Bristol (UK), Group for the Analysis of Development (GRADE) (Peru), Gulu University (Uganda) and Tribhuvan University (Nepal).