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In the realm of climate policy, issues of environmental justice (EJ) are often treated as second-order affairs compared to overarching sustainability goals. We argue that EJ is in fact critical to successfully addressing our national and global climate challenges; indeed, centering equity amplifies the voices of the diverse constituencies most impacted by climate change and that are needed to build successful coalitions that shape and advance climate change policy. We illustrate this perspective by highlighting the experience of California and the contentious processes by which EJ became integrated into the states climate action efforts. We examine the achievements and shortcomings of Californias commitment to climate justice and discuss how lessons from the Golden State are influencing the evolution of current federal climate change policy.

Water, weather, and climate affect everyone. However, their impacts on various communities can be very different based on who has access to essential services and environmental knowledge. Structural discrimination, including racism and other forms of privileging and exclusion, affects peoples lives and health, with ripples across all sectors of society. In the United States, the need to equitably provide weather, water, and climate services is uplifted by the Justice40 Initiative (Executive Order 14008), which mandates 40% of the benefits of certain federal climate and clean energy investments flow to disadvantaged communities. To effectively provide such services while centering equity, systemic reform is required. Reform is imperative given increasing weather-related disasters, public health impacts of climate change, and disparities in infrastructure, vulnerabilities, and outcomes. It is imperative that those with positional authority and resources manifest responsibility through (1) recognition, inclusion, and prioritization of community expertise; (2) the development of a stronger and more representative and equitable workforce; (3) communication about climate risk in equitable, relevant, timely, and culturally responsive ways; and (4) the development and implementation of new models of relationships between communities and the academic sector.

This essay brings together creative practice and pedagogy centered on the Marshall Islands to examine how poetry and politics, used together as a critical call-and-response strategy, can contribute to the achievement of climate and nuclear justice for that country. The first part of the essay discusses my work-in-progress documentary film, Her Excellency, which focuses on the stories of women who are heads of state—in particular, the women I met and interviewed in the Marshall Islands in August 2018. The second part describes how I incorporated the film’s stories from the Marshall Islands into an ecomedia film course I taught in spring 2022. While the COVID-19 pandemic temporarily halted the film’s production, I continued my creative practice and research in the remote-learning classroom, where I established a spirit of co-inspiration with my ecomedia students. In the first half of a semester focused on the Marshall Islands, students critically and creatively considered what steps we can take to mobilize our support for the Marshallese people and for ourselves in the face of rising sea levels. Through their ecomedia projects on the Marshall Islands the students steered their audiences to navigate our entangled and problematic world, visualize our place in this world, understand the importance of feeling with islanders, and situate our lives in relation to the Marshallese. These connective relations matter to our mutual survival and mutual healing from the brutal acts of history so that we may forge paths toward livable presents and futures for all.

Justice-oriented climate activism is proliferating. Many scholars aspire to deliver research that supports activism. However, measures of impact for research evaluation and funding purposes place little weight on the use of research by activists. Here we consider how academics and academia might effectively support and enable climate activism. We report outcomes from a series of online deliberative workshops involving both activists and academics from several European countries. The workshops were facilitated to create space for discussion, sharing of experiences and the development of proposals for the future. The outcomes take the form of a set of principles (a “minifesta”) for academic-activist engagement generated by the group. In discussing the process and outputs, we argue that a focus on inclusion can support politically transformative change of the scale and urgency required. We suggest that this also demands a shift in attitudes toward the role of activism and activists in collaborative processes. We further discuss the inevitable incompleteness of this process, arguing that incompleteness is, itself, a feature of inclusive engagement. We conclude that scholars working on climate issues in any discipline could benefit from increasing mutually supportive collaboration with activists; and that such collaboration and inclusion could help liberate democracy from authoritarian tendencies and market influences. Collaborative engagements generate legitimate, rich, and impactful outcomes even with the limitations posed by COVID19. We, therefore, commend both the model of engagement and the principles it generated for our colleagues and peers.

The overarching purpose of carbon accounting is to reduce carbon emissions to meet net-zero targets and minimize the impact of climate change. However, the plethora of methods and approaches used means that products and systems sometimes cannot easily be compared. The mix of regional and life cycle-based systems can mean that we lack global oversight of our emissions and impact. In some situations where a regional approach is used, industry/business/regions are incentivized to reduce their own/territorial emissions, which can mean that an optimal global solution is not adopted. Countries where grid emissions are higher can be selected for production because it reduces regional (not global) carbon levels. Furthermore, these can be areas where the climate impact may be felt the most: not the just transition we aspire to. Our work provides an analysis of the current system together with its challenges and limitations, paving the way towards a more unified framework to create climate justice together with transparent and comparable accounting methodology for industry and regions alike. This article is part of the discussion meeting issue 'Green carbon for the chemical industry of the future'. [ABSTRACT FROM AUTHOR]

News coverage of the Thunberg-inspired student climate strikes in Australia in 2019 and 2020 framed school leaders 'in conversation' with politicians, education system spokespeople, political pundits, the public and student activists. While previous scholarly interest has mainly focused on the student protestors, we examine the intertextual framing of school leaders in the news. While our analysis affirms previous understandings of the politically divided nature of climate change communication, it also reveals that school leaders' agency was constrained by the discursive effects of news reporting. Moreover, the antagonisms and polarisation of views in news and commentary created a circulation of affective intensities that amplified the challenges for principals. We assess the implications of these framings and their effects on the agency of school leaders. We conclude by arguing for more proactive leadership and advocacy by school leaders to support the participation of students in politics and activism for climate justice. [ABSTRACT FROM AUTHOR]

Mary Evelyn Tucker, Co-Director of the Yale Forum on Religion and Ecology, shares her journey from teaching in Japan to founding the Harvard Conference series on World Religions and Ecology, which led to the establishment of the Yale Forum. She discusses the impact of Pope Francis's Encyclical Laudato Si' on environmental and human concerns, emphasizing the importance of integrating moral values and ethics into environmental studies. The field of religion and ecology has seen significant growth over the past 25 years, with an increasing focus on graduate programs, ecojustice initiatives, and grassroots projects. The Yale Center for Environmental Justice addresses environmental inequities, drawing on religious influences to advocate for marginalized communities. [Extracted from the article]

This art installation centers on then-recent outbreaks of rabies and Nipah viruses in India and Bangladesh, and reveals unexpected connections between vultures, fruit bats, and humans. Using Victorian and Dutch decorative arts from time periods in which England and the Netherlands were connected to these contemporary outbreak sites through colonization, the installation highlights the way climate injustice influences which humans and animals bear the most risk in disease spillovers. Using work by cultural anthropologist Ernest Becker, the installation also considers how culture (particularly art) functions as a psychological mechanism for coping with death anxiety. [ABSTRACT FROM AUTHOR]

Purpose: Climate hazards in the form of cyclones are projected to become more intense under the pressures of future climate change. These changes represent a growing hazard to low lying coastal cities like Beira, Mozambique. In 2019, Beira experienced the devastating impact of Cyclone Idai. One of the many impacts resulting from this Cyclone was disrupted drinking water access. This investigation explores the distribution of Cyclone Idai's impact on drinking water access via an environmental justice lens, exploring how preexisting water access characteristics may have predisposed households to the impacts of Cyclone Idai in Beria. Design/methodology/approach: Relying on household survey data collected in Beira, the investigation applied a decision tree algorithm to investigate how drinking water disruption was distributed across the household survey sample using these preexisting vulnerabilities. Findings: The investigation found that households that mainly relied upon piped water sources and experienced inconsistent access to water in the year prior to Cyclone Idai were more likely to experience disrupted drinking water access immediately after Cyclone Idai. The results indicate that residents in formal areas of Beira, largely reliant upon piped water supply, experienced higher rates of disrupted drinking water access following Cyclone Idai. Originality/value: These findings question a commonly held assumption that informal areas are more vulnerable to climate hazards, like cyclones, than formal areas of a city. The findings support the inclusion of informal settlements in the design of climate change adaptation strategies. [ABSTRACT FROM AUTHOR]

ABSTRACT Global progress in combatting climate change is being slowed by intergroup conflict and tribalism. Addressing the intergroup tensions of today is a pre‐requisite for avoiding violent intergroup tensions in the future, tensions that may threaten societal structures we currently take for granted. This paper highlights five sources of intergroup conflict that compromise humans’ ability to effectively and swiftly respond to climate change: political tribalism, populist suspicion of elites, regional differences within nations, international conflicts, and tensions between and within activist identities. We then draw on established and emerging social psychological theorising to describe five strategies for constructively managing this intergroup conflict: maintaining climate justice, reducing disinformation and silencing bad‐faith actors, maintaining cohesion among progressive forces, focusing on trusted messengers, and empathic communication. Throughout we underscore the extent to which policy making and strategic communication can play roles in depolarising debate about climate change. [ABSTRACT FROM AUTHOR]

ABSTRACT We claim that a moral obligation to take climate leadership by means of unilateral mitigation depends on the existence of a plausible follow‐the‐leader mechanism whereby unilateral mitigation by some increases the probability of sufficient mitigation by others to avert catastrophic climate impacts. By understanding these mechanisms, we can better articulate the obligation for climate leadership across various sectors, from government to individual actors, in the fight against climate change. [ABSTRACT FROM AUTHOR]

Objectives: This rapid review is designed to identify existing tools in the Canadian literature that assess the impacts of climate change on the health of perinatal families, particularly those who are equity-denied. Addressing the needs of equity-denied perinatal populations in the face of climate change is crucial to promoting equitable and inclusive perinatal care in Canada. Methods: Rapid review methodology was selected to provide evidence in a timely and cost-effective manner. PubMed/MEDLINE and gray literature (Google and Google Scholar) were searched for English and French papers published from 2013 onward. The original research question, focused on climate change and health, yielded very few relevant results. Therefore, the search was broadened to include environmental health. Garrity et al.'s (J Clin Epidemiol 130:13–22, 2021) nine-stage process was used to identify 11 relevant papers, extract the relevant data, and complete the narrative synthesis. Synthesis. This review revealed a significant lack of tools for comprehensively assessing climate-health impacts on perinatal families and equity-denied perinatal families. While Canadian perinatal health screenings focus on equity via indicators of several social determinants of health (e.g., income, social support), they largely omit climate considerations. Environmental health factors are more commonly included but remain minimal. Conclusion: Climate-health screening tools are lacking yet needed in routine perinatal healthcare. Given the seriousness of climate change, urgent engagement of health systems and healthcare workers is essential to help mitigate and adapt to climate-health challenges, particularly for perinatal families experiencing health inequities. [ABSTRACT FROM AUTHOR]

Introduction Methods Consumer and Community Involvement Results Conclusion PLAIN LANGUAGE SUMMARY Climate change threatens the environments in which person‐centred occupational therapy occurs. Environmental sustainability is directly linked with the health and wellbeing of current and future generations, presenting occupational therapists with a unique advocacy and activist role. As practitioners of the future, there is an urgent need to understand students' attitudes, perceptions of, and self‐perceived preparedness for, dealing with environmental determinants of health and intergenerational occupational and climate justice.A cross‐sectional exploratory descriptive survey collected United Kingdom (UK) based allied health professional students' attitudes, perceptions, and self‐perceived preparedness for advocating for environmental sustainability in the context of person‐centred care. The survey was distributed to 48 gatekeepers in UK institutions with approved allied health professional training programmes (44 offered occupational therapy); 62 occupational therapy students responded. Descriptive and non‐parametric inferential statistics were used to analyse quantitative data. Text and short answers were analysed qualitatively via inductive content analysis.The study was co‐designed and implemented with MSc (pre‐registration) occupational therapy students.Participants (94%) expressed concerns for climate change, with 84% feeling responsible for addressing environmental sustainability in health care. While 64.5% identified climate justice as a top priority, a perceived challenge emerged between person‐centred care and sustainability, with only 18% of participants feeling prepared for environmental sustainability in occupational therapy practice. Participants requested education on personal and professional sustainability practices, as well as collective action. Sharing personal climate change experiences, advocating with family and friends, and facilitating connections for collective action were highlighted as potentially transformative educational tools in this area.Occupational therapy curricula should address environmental sustainability through pragmatic, critical, and ethical lenses to enhance students' preparedness for this advocacy and activist role. Reflection and continuous professional development for environmentally sustainable practices is recommended.Occupational therapists believe that it is important to support people to participate in occupations that matter to them. However, the activities that some people choose to participate in may have negative effects on the environment and the planet. It is important to ensure that when occupational therapists support people in their choices of activities, this does not lead to unequal access to healthy and meaningful occupations of others, now or in the future. That is because occupational therapists also have a responsibility to prevent occupational injustice. Occupational therapy students are the professionals of the future, so it is important to include them in research about this topic. They need to develop skills that allow them to simultaneously make sure that they are delivering person‐centred care, which is not environmentally detrimental and that does not lead to occupational injustice. Making sure that occupational therapists provide person‐centred care while also managing risks of occupational injustice may be seen as a profession‐specific dilemma. In this study, occupational therapy students in the UK completed a survey about their feelings, views, and readiness for managing this dilemma. Results showed that most respondents are concerned about climate change, but do not feel that their occupational therapy education sufficiently prepared them to practise in an environmentally sustainable way. They were asked to propose ideas for addressing this issue, and the article discusses how occupational therapy curricula might be changed in accordance. [ABSTRACT FROM AUTHOR]

It is easy to put words on paper; it is harder to put them into practice. This is evidenced by the frequent discrepancy between a country’s Nationally Determined Contribution (NDC) and its actual climate policies. In this article, we examine whether such disharmony should be criticized. We first provide a taxonomy of types of disharmony. We then examine various problems with settling the case for a strong norm of harmonization by simply referring to the general principle that commitments ought to be kept. This opens the door to paying more attention to the long-term effects of such a norm on emission reductions. In conclusion, we call for nuance in expecting countries to harmonize their NDCs and national policies. While climate policy offers the perfect test case for this normative examination, many of our arguments could be adapted to other areas in which deviations between international commitments and domestic policies arise. [ABSTRACT FROM AUTHOR]

Young people worldwide are increasingly participating in a global movement for climate justice, yet to date, little research has examined how youth climate justice activists conceive of and experience activism as education. The present study used in‐depth, semi‐structured interviews with 16 US climate justice activists (aged 15–17) to address the research question: How do youth climate justice activists explain and experience the educative power of their activism? The results of reflective thematic analysis bring to light youths' dual roles as ‘learners of the movement’ and ‘climate justice educators’. As learners, youth described gaining awareness of climate justice directly from the movement, as well as learning a variety of skills (e.g., organising, communication, conflict resolution) through their activist engagement. Simultaneously, youth described their role as educators through a range of activities intended to raise awareness among adult and youth audiences, including educational workshops and trainings, school visits, teach‐ins, curriculum development, talk shows and interviews, creating digital resources, social media outreach and public protest (e.g., strikes, marches and demonstrations). Beyond spreading knowledge of climate in/justice, youth activists were also educators of action and social change processes—noting that learning about governmental institutions and political processes enabled them to exercise their democratic citizenship and equip and embolden other young people to do the same (e.g., via political advocacy trainings). The findings of the present study have implications for creating climate justice curricula that not only attend to the scientific and technological dimensions of the climate crisis, but also enable learners' justice‐driven action and democratic participation. [ABSTRACT FROM AUTHOR]

Reliable electricity, elevators, heat, hot water, and water are aspects of safe and accessible housing. Interruptions to these services represent a persistent challenge faced by public housing residents in the New York City Housing Authority (NYCHA). We compiled outage data spanning 2020–2022 from NYCHA's online service interruptions portal and paired these data with demographic and meteorological sources to understand the burden of these outages. To ease dissemination of these data—a spatiotemporally granular outage dataset that could fill gaps surrounding urban outage health impacts—we provide a public dashboard for visualization and download of the service interruption data in an analysis-ready format. We demonstrated that (1) outages often exceeded health-relevant restoration windows (e.g., 8 h for electrical interruptions); (2) senior developments (exclusively residents 62 +) had the longest duration of elevator, heat, and hot water outages; and (3) outages sometimes overlapped with temperature extremes—potentially increasing their health risk. Residents of NYCHA, who are predominately low-income, Black, and Hispanic face a disproportionate burden of service interruptions. Like all New Yorkers, NYCHA residents deserve to live in dignified housing that is safe and accessible. Addressing service interruptions are one way to make public housing safer and push toward climate and environmental justice. [ABSTRACT FROM AUTHOR]

Building expertise in climate and planetary health among healthcare professionals cannot come with greater urgency as the threats from climate change become increasingly apparent. Current and future healthcare professionals—particularly internists—will increasingly need to understand the interconnectedness of natural systems and human health to better serve their patients longitudinally. Despite this, few national medical societies and accreditation bodies espouse frameworks for climate change and planetary health–related education at the undergraduate (UME), graduate (GME), and continuing (CME) medical education level. As a community of medical educators with an enduring interest in climate change and planetary health, the Society of General Internal Medicine (SGIM) recognizes the need to explicitly define structured educational opportunities and core competencies in both UME and GME as well as pathways for faculty development. In this position statement, we build from the related SGIM Climate and Health position statement, and review and synthesize existing position statements made by US-based medical societies and accreditation bodies that focus on climate change and planetary health–related medical education, identify gaps using Bloom's Hierarchy, and provide recommendations on behalf of SGIM regarding the development of climate and planetary health curricula development. Identified gaps include (1) limited systematic approach to climate and planetary health medical education at all levels; (2) minimal emphasis on learner-driven approaches; (3) limited focus on physician and learner well-being; and (4) limited role for health equity and climate justice. Recommendations include a call to relevant accreditation bodies to explicitly include climate change and planetary health as a competency, extend the structural competency framework to climate change and planetary health to build climate justice, proactively include learners in curricular development and teaching, and ensure resources and support to design and implement climate and planetary health–focused education that includes well-being and resiliency. [ABSTRACT FROM AUTHOR]

Maritime museums occupy a challenging position when it comes to confronting environmental and social justice issues linked to colonial modernity, understood as five hundred years marked by European colonial expansion and exploitation. As institutions that emerged to celebrate national maritime exploits and dominion over the seas, they embody many of the features of colonial modernity itself. In light of the climate emergency, this article examines two recently opened or renovated French maritime museums to analyse the extent to which they are reorienting their focus and embracing more critical, oceanic ways of thinking about human relationships with the sea. An oceanic perspective recognises the fluid, interconnected nature of the oceans and the need for more holistic approaches to environmental sustainability and climate justice. The analysis reveals tensions between nationalist perspectives and emerging efforts to tell more environmentally attuned stories. Significant scope remains for maritime museums to shift their interpretive frameworks towards the seas as entities worthy of preservation in their own right, rather than as resources to be managed for human use and profit. [ABSTRACT FROM AUTHOR]

The article explores the concept of engaged scholarship and its significance in addressing challenges in humanities fields at universities. Engaged scholarship involves collaborating with organizations and activists to produce socially impactful research. It acknowledges the need for inclusivity and diversity in public discourse and governance, while cautioning against assuming the inherent justice of community-based organizations. The article also highlights the importance of critical transparency and accountability, as well as the need to disrupt dominant institutions and power relations for greater equity, justice, and planetary wellbeing. It discusses the challenges faced by scholars in engaged scholarship and emphasizes the importance of building relationships and engaging in relational organizing for effective social change. The article provides examples of engaged scholarship and calls for increased engagement in response to ongoing crises. [Extracted from the article]

Climate adaptation planning is increasingly approached locally through a social justice lens to ensure the needs of the most vulnerable are addressed. This study aims to identify trends in how recognitional, distributional, and procedural justice are considered within climate adaptation plans over time and across socio-demographic contexts. We coded these forms of justice in 101 climate adaptation plans and related documents published in the United States between 2010 and 2021 and conducted a series of regressions to understand patterns over time and across contexts. Newer plans more commonly addressed each type of justice, with a marked shift in plans published after 2017. More recent plans addressed new elements of recognitional justice (e.g. historical marginalisation, racial justice), a broader scope of distributional justice approaches (e.g. more strategies related to greenspaces, food, and green jobs), and more procedural justice-related initiatives to engage marginalised residents in adaptation. Plans from more Republican-leaning communities considered recognitional and distributional justice to a lesser degree than those from more Democratic-leaning areas. Plans by larger communities were more likely to address procedural justice and include strategies for monitoring the impacts to marginalised people. Plans from communities with a larger percentage of residents living in poverty addressed distributional justice more often and acknowledged more injustices faced by marginalised groups more often. We observed no trends in the treatment of procedural justice related to racial demographics or income. We discuss potential reasons for these trends and their implications. [ABSTRACT FROM AUTHOR]

Lawyers, scholars, and activists have long sought to incorporate ecocide into the Rome Statute of the International Criminal Court to address corporate and governmental impunity for massive and severe ecological damage, including the harms caused by climate change. This Article uses the framework of racial capitalism to examine and critique the proposed criminalization of ecocide. Coined by South African scholars and activists and refined by political theorist Cedric Robinson, the theory of racial capitalism offers valuable insights on the root causes of the climate crisis and the manifold injustices it inflicts on marginalized states and peoples. While most discussions of climate justice focus on the disproportionate impacts of climate change on those who contributed least to the problem, this Article examines the processes through which racial capitalism plunders the land, labor, and natural wealth of states and peoples racialized as inferior to generate profits for global elites. These processes immiserate most of the world’s population, subject marginalized communities to the “slow violence” of polluting industry, destabilize the planet’s ecosystems, generate prodigious quantities of greenhouse gases, and deprive subaltern populations of the resources needed to adapt to climate change and other socio-ecological crises. In other words, the fossil fuel–based capitalist world economy that caused the climate crisis was sparked and sustained by slavery, colonialism, and neocolonialism (including its latest incarnation, neoliberalism). The Article highlights two core features of racial capitalism: its racial stratification of humans for the purpose of profit making and its eco-destructive logic. It explains international law’s complicity with these core features through legal doctrines that construct nature as property and justify the subordination of non-European peoples by portraying them as the backward and barbaric “other” who must be civilized through continuous economic, political, and military interventions. Applying these insights to the proposal to codify ecocide, the Article concludes that the proposed definition of ecocide may reinforce rather than subvert racial capitalism’s core features by (1) focusing on individual culpability and spectacular acts of ecological destruction while obscuring racial capitalism’s inherently predatory, eco-destructive logic; (2) perpetuating international law’s civilizing mission through the selective prosecution of the racialized “other”; and (3) devaluing nature, subaltern communities, and world views antithetical to racial capitalism through the incorporation of cost-benefit analysis into the definition of ecocide. Recognizing the interconnectedness of slavery, colonialism, neocolonialism, and climate change, the Article calls for reparative and restorative forms of justice instead of punitive approaches that scapegoat individuals for the structural ills of racial capitalism. [ABSTRACT FROM AUTHOR]

This paper analyzes the theoretical foundation and practical implications of recognizing the right to a stable climate as a fundamental human right. Further, it examines the intersection of human rights, right to climate, and the intensification of extreme climate events. Through a bibliometric analysis, the study highlights the increase in scholarly attention paid to this nexus. The intensification of extreme climate events, such as the Cumbre Vieja volcano in Spain, is also analyzed as a catalyst for recognizing the right to climate as a human right, as a fundamental requirement for its enactment. Indeed, it is argued that this recognition is necessary to achieve climate justice. These thoughts about the necessity of recognizing the right to climate as a human right are also based on a similar case, the enactment of the rights to water and sanitation, which is presented as a case study, demonstrating how specific environmental rights can be integrated into human rights discourse. The results and discussion section synthesizes these findings, highlighting the imperative of recognizing climate rights to ensure justice and sustainability amidst escalating climate challenges. [ABSTRACT FROM AUTHOR]

AbstractInvestment in transformative climate change education for graduate students can support emergent scholars and practitioners to produce more ethical, effective, and relevant solutions to address climate inequities. Yet, we lack a framework for analyzing how an educational program impacts the multiple dimensions of student’s scientific training to implement equity-focused practices. This study details the development of a theory of change framework for a transformative climate change education program called Asking Different Questions in Climate Change Science. The program, a 10-week co-curricular course with single module options, is designed for research-focused masters and doctoral students at University of California, Davis (UC Davis). Using a participatory planning approach, we built a theory of change for the program based on a diverse body of literature, empirical examples, and qualitative data from nine UC Davis faculty and 11 UC Davis graduate students who study climate change. The theory of change outlines specific course activities and supports in the social, institutional, and cultural aspects of a student’s learning experience to transform how they do climate science. While this theory of change was formed specifically for the ADQCS program, this study offers an approach and framework that others may adapt for their own purposes. [ABSTRACT FROM AUTHOR]

This commentary reflects on a longstanding interdisciplinary exchange across geography and political science, which has crystallised into the scholarship on climate governance. This debate has fundamentally shaped ideas on how climate change can be managed as a societal challenge and with what consequences. The analysis briefly maps the emergence of climate governance as a concept and its progressive embedding in climate policy discourse. Next, the discussion reflects on how the application of associated frameworks may become increasingly ‘stretched’, as theoretical toolkits travel far beyond the settings in which they were developed. [ABSTRACT FROM AUTHOR]

In this paper, we are situated in postcolonial, decolonial, and feminist epistemologies to study environmental racism in the Anthropocene—a new geological epoch where human activity has changed the functioning of the earth. Drawing from critiques of the Anthropocene, the concept of racial capitalism, as well as environmental justice and racism scholarship, we show how proposed solutions to the climate crisis overlook and may even exacerbate racial injustices faced by communities of color. We contend that a climate justice agenda that is grounded on racial justice is necessary for our scholarship to develop a racially just management and organization studies (MOS). To accomplish this agenda, we propose three shifts: from studying elite institutions to researching grassroots organizations concerned with climate and racial justice, from uncritical endorsement of global technologies to studying local adaptation by communities of color, and from offering decontextualized climate solutions to unraveling racial histories that can help us address racial and climate injustices. We discuss the implications of these shifts for management research and education and argue that MOS cannot afford to ignore climate justice and racial justice—they are both inextricably linked, and one cannot be achieved without the other. [ABSTRACT FROM AUTHOR]

This paper draws on participatory research with secondary school learners in Perú and Uganda that shows how environmental and social (in) justices are interwoven and embedded in young people's experiences of the natural world. These experiences contrast with learners' accounts of environmental education in secondary schooling, in which the notion of justice is comparatively, and therefore conspicuously, absent. We employ four distinct but overlapping conceptualisations of justice—biocentric and anthropocentric notions of environmental justice, including climate justice, and epistemic justice—to analyse how learners understand responsibilities for climate action, and what change they anticipate and hope for in the future. Observing that ethical frameworks enable learners to make sense of the complexity of human and more‐than‐human relationships within natural ecosystems, we argue that a multiple justice framework in formal schooling is needed. A multiple justice approach to environmental education could support learners to develop a critical consciousness in and about the natural world, and to imagine and be motivated to act in support of a better future. Our findings are based on accounts from 123 secondary school learners in eight schools—four schools in northern Uganda and four in diverse regions of Perú. [ABSTRACT FROM AUTHOR]

The Intergovernmental Panel for Climate Change has over the past decade repeatedly warned that we are heading towards inevitable and irreversible climate change, which will negatively affect the lives, livelihoods, and well-being of millions of people around the world, both at present and in the future. In fact, many people, especially vulnerable and marginalized communities in low- and middle-income countries, already live with the effects of climate change in their daily lives. While adaptation – along with mitigation and compensation for loss and damage as a consequence of climate change – was identified as the central pillars of a just climate policy in the Paris Agreement it is unclear whether this entails a right to adaptation – that some people are owed, as a matter of justice, to have the ability to adapt to climate change – and, if so, what such a right would look like. In this paper, I argue that individuals and communities who are or will be negatively affected by climate change through no fault of their own should have the right to adaptation. I argue that the right to adaptation should be specified through four questions: (i) who has a right to adaptation; (ii) what is it a right to; (iii) how much is it a right to; and (iv) who has the duty to uphold the right to adaptation? [ABSTRACT FROM AUTHOR]

This exploratory research investigates how Indigenous Peoples (IPs) reshape International Relations (IR) and challenge established boundaries through an analysis of two Indigenous Climate Funds: the "Shandia Alliance for People, Nature and Climate" and the "Podáali Fund," both autonomously managed by indigenous communities. By examining their engagements at COP-26 and conducting interviews, this study demonstrates how IPs act as pivotal agents shaping IR through their distinct ontologies and epistemologies. The findings underscore these funds' role in broadening international perspectives, particularly in navigating tensions and fostering dialogues that redefine climate justice as an ongoing process of resistance. Ultimately, this paper contributes to re-rooting IR frameworks by centering indigenous perspectives and practices, thus exemplifying a "worlding" exercise that enriches our understanding of climate justice in motion. [ABSTRACT FROM AUTHOR]

The present study examined the association between students' perceptions of an equitable school climate and several psychosocial outcomes, and tested whether these associations were moderated by students' race and gender. Data from 57,027 6th–12th grade students were analyzed using three-level models. Students who perceived their school to have a more equitable climate experienced greater psychosocial outcomes: low endorsement of retaliatory aggressive beliefs, low stress, and high future aspirations. Moderation analyses consistently demonstrated that the effect of an equitable school climate on students' psychosocial outcomes was weaker for Black students than White, Latinx, and Asian students. Gender also served as a moderator for some outcomes, with the effect of equity on stress stronger for girls than boys, and the effect of equity on future aspirations stronger for boys than girls. Impact Statement An equitable school climate was associated with positive outcomes for students. Although the strength of these associations varied by students' race and gender, results suggest that school- and systemic-level interventions that dismantle systems which lead to inequitable treatment may have positive effects on students. [ABSTRACT FROM AUTHOR]

Populism is multilayered and involves two main dimensions – ideology and strategy – which are employed within and beyond political parties. These dimensions can result in sometimes overlapping but generally divergent backlashes, targeting specific climate and sustainability interventions in cities. This critical commentary presents episodic populist backlashes against urban climate actions by exploring how they create their own political landscapes across the political spectrum in cities against progressive urban climate agendas. Specifically, the article examines how episodic populist backlashes manifest on an urban scale and highlights the need for urban scholars to pay more attention to the phenomenon. The article proposes two complementary explanations for why populism precedes urban climate actions in episodic and thematic ways. These explanations include policy backlashes against diffused global climate norms in cities, and counter-movements and rhetoric against climate justice and what it entails, such as inclusion in decision-making and intersectionality. The article then concludes by offering a research agenda on the episodic populist backlashes against urban climate actions, which highlights the need for a better understanding of how episodic populist movements might emerge into global climate policy diffusion, and climate justice coupled with intersectionality in cities of the Global North and Global South. [ABSTRACT FROM AUTHOR]

The intensifying loss of coral reefs from global climate change and local stressors has seen international commitments targeted at conservation and repair, for example the Kunming–Montreal Global Biodiversity Framework. Fulfilling these targets requires decisions to be made on where, when, and how to act, ultimately dictating where limited resources will be deployed. Every choice on action or inaction toward our ocean has direct and indivisible consequences not only for the health of marine ecosystems but also for the health of humans, particularly those who directly depend on marine habitats, both culturally and economically. The well‐being of the environment, humans, and animals is interlinked, co‐dependent, and even co‐produced, as has already been acknowledged by One Health approaches, which endorse a cross‐ and trans‐disciplinary view to health. Coral reefs epitomie how tightly intertwined ecosystem health and the fate of the human and nonhuman communities that depend on them are. A field that thus far remains poorly considered is a human rights‐based approach to coral reef protection. A human rights‐based approach implements human rights obligations, including the recently affirmed right to a clean, healthy, and sustainable environment, while embedding principles of accountability, nondiscrimination, participation, and empowerment for local and Indigenous communities that ensure effectiveness and meaningful stakeholder engagement. Tying the protection of coral reef ecosystems to human rights emphasises the importance of healthy ecosystems to human well‐being and thus the inevitable connection between nonhuman and human life. The general failure to consider coral reef protection through a human rights‐based approach is a missed opportunity to expedite reef protection while simultaneously advancing climate justice for both humans and nonhumans. [ABSTRACT FROM AUTHOR]

We summarize historic New York City (NYC) climate change trends and provide the latest scientific analyses on projected future changes based on a range of global greenhouse gas emissions scenarios. Building on previous NPCC assessment reports, we describe new methods used to develop the projections of record for sea level rise, temperature, and precipitation for NYC, across multiple emissions pathways and analyze the issue of the "hot models" associated with the 6th phase of the Coupled Model Intercomparison Project (CMIP6) and their potential impact on NYC's climate projections. We describe the state of the science on temperature variability within NYC and explain both the large‐scale and regional dynamics that lead to extreme heat events, as well as the local physical drivers that lead to inequitable distributions of exposure to extreme heat. We identify three areas of tail risk and potential for its mischaracterization, including the physical processes of extreme events and the effects of a changing climate. Finally, we review opportunities for future research, with a focus on the hot model problem and the intersection of spatial resolution of projections with gaps in knowledge in the impacts of the climate signal on intraurban heat and heat exposure. [ABSTRACT FROM AUTHOR]

This chapter provides an overview of the major themes, findings, and recommendations from NPCC4. It presents summary statements from each chapter of the assessment which identify salient and pressing issues raised and provides recommendations for future research and for enhancement of climate resiliency. The chapter also outlines a set of broader recommendations for future NPCC work and identifies some key topics for the next assessment. [ABSTRACT FROM AUTHOR]

This Introduction to NPCC4 provides an overview of the first three NPCC Reports and contextualizes NPCC4's deliberate decision to address justice, equity, diversity, and inclusion in its collective work and in its own practices, procedures, and methods of assessment. Next, it summarizes the assessment process, including greater emphasis on sustained assessment. Finally, it introduces the NPCC4 chapters and their scope. [ABSTRACT FROM AUTHOR]

The Advancing Climate Justice in Climate Adaptation Strategies for New York City (Equity) chapter of NPCC4 builds on the findings and recommendations from NPCC3 to identify additional metrics and adaptation efforts that can advance climate justice. First, the chapter assesses the efforts of the City to incorporate equity into climate adaptation efforts since NPCC3 and describes how the communities profiled in NPCC3 have implemented and evolved their approaches to addressing the intersecting climate, environmental, and social stressors that they continue to face. Second, it adds to the historical context of climate inequity by linking the bioregion's history of colonization, land dispossession, and slavery building on emerging evidence demonstrating how historical and contemporary land use patterns and decisions shape present and future climate risks and social vulnerability, including climate displacement. Third, it recommends a NYC‐focused metric to identify areas of the city that are most vulnerable to the intersection of climate hazards, social vulnerability, and displacement. Finally, it highlights approaches to more equitable and just climate adaptation drawn from local, national, and international examples. As such, the chapter offers best practices that prioritize community‐driven climate resilience approaches that are integrated, more equitable, and racially just. [ABSTRACT FROM AUTHOR]

This article explores the integration of climate justice education in elementary and middle school English language arts classrooms. It features the experiences of Jade Guest, a pre-service elementary educator, who incorporated climate fiction into her student teaching placement. Jade discusses the challenges she faced and the lessons she learned, emphasizing the need for thorough planning and hands-on learning activities. The article highlights the importance of choice and engagement when selecting books for inquiry units and encourages novice teachers to start small and gradually incorporate climate change education into their curriculum. [Extracted from the article]

The introduction to this special issue, Contesting Transitions: New Directions in the Anthropology of Energy, Climate Justice, and Resource Imaginaries, takes stock of the current state of debate within anthropology and allied fields over the contradictions, slippages, and inequalities at the centre of the global energy transition. Across a wide range of critical case studies, the contributions underscore the importance of attending to what is being elided by dominant discourses and forms of production, such as alternatives to socio-material understandings of energy and resistance to the inevitability of extractivism as the basis for new ways of living. Even more, the collection takes up and problematizes the concept of 'transition' itself on historical, ethnographic, and epistemological grounds. After describing the themes that emerge from the special issue, and explaining how these themes point toward new configurations of research, theory-building, and critical intervention, the introduction concludes with a broader argument about the indispensable place of a critical anthropology in debates over energy and Anthropocenic harm. [ABSTRACT FROM AUTHOR]

This article uses the ethnography of the prelives of lithium industrialization in Bolivia to contribute to wider debates – in anthropology and beyond – about the essentially contested nature of the green energy transition. Based on research conducted between 2019 and 2023, the article examines the topographies of production and sociopolitical mobilization that are entangled with Bolivia's state-controlled lithium project but which resist the various pressures to reorient social and productive worlds around arguably the most important 'critical' mineral for climate policy-making. The article develops a theoretical framework for understanding these localized counter-futurities, one in which the image of scale-making takes on both vertical and horizontal dimensions. An anthropology of energy, climate justice, and resource imaginaries that is critically attuned to these inter-scalar frictions is one that must also be able to project itself through the kaleidoscope of competing energy narratives as a form of both demystification and ethnographic truth-telling. [ABSTRACT FROM AUTHOR]

In Ghana, new oil and gas discoveries at a time of global decarbonization and energy transition have put into question the viability of the country's hydrocarbon reserves and their promises of prosperity and development. As the country anticipates stranded assets, a discourse of carbon justice has emerged around new oil and gas extraction that emphasizes differentiated responsibilities for carbon emissions and colonial legacies of energy underdevelopment. In this paper, I explore the assemblage of what I call the "moral frontiers" of the energy transition through the case of natural gas expansion. I focus on the Atuabo gas processing plant in Ghana's Western region, built in 2016 during an acute energy crisis to provide indigenous gas from the oilfields to the grid. Amidst growing opposition to and declining investment in oil, natural gas at Atuabo is presented as a "bridging fuel" that reconciles, physically and ethically, the contradictions of global decarbonization imperatives with local demands for industrialization, energy access, security and sovereignty. Through the materiality of gas infrastructure at Atuabo – including the land acquisition process, the take-or-pay contracts of its IPPs, the operations of the plant and its applications, and the contested environmental impact of the plant – I argue that gas' liminality as a transition or bridge fuel reshapes the moral and political possibilities of fossil fuels in a global but unequal energy transition. [ABSTRACT FROM AUTHOR]

Human emissions must reach zero by 2050 to avoid dangerous climate change. Most sectors have achieved a downward path for their greenhouse gas emissions, but tourism's emissions have continued to grow. We explore scenarios to reduce global tourism emissions and find only a narrow pathway to zero emissions tourism that could lead to net zero by 2050 while not severely damaging the tourism economy. Our study uses a system dynamics model. We describe the business-as-usual scenario, including its consequences for emissions and for tourism's share of the remaining global carbon budgets if the world is to limit global temperature rise to 1.5 or 2 °C. We explore 45 possible policy approaches, like taxes and subsidies, infrastructure investments, off-sets, technology, behavioural changes, and sustainable aviation fuels. Key measures appear to be a mandate for e-fuel mixing up to 100% by 2050, and a multi-trillion USD investment in hydrogen-powered electric aircraft and high-speed rail infrastructure. We find that a limited renewable energy supply will constrain the growth of aviation if it is to be zero emissions in 2050. A risk-analysis explores the robustness of the policies. Finally, we discuss the consequences of the zero emissions tourism (ZET) scenario we propose. [ABSTRACT FROM AUTHOR]

As climate change urgency intensifies, understanding its impact on destinations and the development of adaptation strategies becomes critical for sustainable tourism. This article, through a meta-analysis of 290 climate change elasticity estimates in tourism from 34 studies, examines the influence of climate factors and tourists' adaptive behaviours on tourism demand. It also projects the situations countries will face by 2050 under ongoing climate change scenarios. Findings suggest that low- and middle-income economies and Small Island Developing States, despite their minimal carbon contributions, will face significant tourism losses. In contrast, high-income countries might see increased travel demand and lead to more emissions. This will aggravate climatic conditions and inflict greater losses on less-developed communities. This finding exemplifies a vicious cycle of climate injustice, highlighting the disparities in climate-related social costs globally. [ABSTRACT FROM AUTHOR]

The planned relocation of communities away from areas of climate-related risk has emerged as a critical strategy to adapt to the impacts of climate change. Empirical examples from around the world show, however, that such relocations often lead to poor outcomes for affected communities. To address this challenge, and contribute to developing guidelines for just and sustainable relocation processes, this paper calls attention to three fundamental tensions in planned relocation processes: (1) conceptualizations of risk and habitability; (2) community consultation and ownership; and (3) siloed policy frameworks and funding mechanisms. Drawing on the collective experience of 29 researchers, policymakers and practitioners from around the world working on planned relocations in the context of a changing climate, we provide strategies for collectively and collaboratively acknowledging and navigating these tensions among actors at all levels, to foster more equitable and sustainable relocation processes and outcomes. [ABSTRACT FROM AUTHOR]

Climate action threatens to exacerbate existing social inequities, so it is important for justice to be at the heart of national responses to climate change. Based on an understanding of climate change as a manifestation of severed relationships and exploitative dynamics that are produced and reproduced through colonial, capitalist, patriarchal systems, we argue that the ways in which we conceptualize and enact climate justice must be decolonial, ecocentric, relational and integrative. Consistent with this positioning, we sought to develop an Indigenous climate justice policy analysis tool to assess and inform policy development. We drew on elements of existing frameworks and tools to develop a tool, which was progressively refined following external advisory group review and piloting. The tool addresses five dimensions of justice (relational, procedural, distributive, recognition and restorative), each of which comprises individual criteria assessed according to three levels of achievement. This rating system acknowledges progress within existing social, political and economic systems, but also identifies system transformation as a prerequisite for achieving genuine justice. Application of the tool focuses attention on issues well beyond typical climate policy considerations, such as the capacity of all human and non-human entities to express political agency. The tool has been developed for use in analysing national climate policy in Aotearoa New Zealand, but we have endeavoured to make it adaptable for use in other settings. Key policy insights: Climate injustice is rooted in colonialism; Indigenous decolonial conceptions of climate justice provide a critical grounding for policy responses to climate change. Climate justice is not attainable within existing colonial political systems. It can only be achieved through reform of governance and constitutional arrangements to re-establish Indigenous natural law. Analysis of climate policy must consider not only how to optimize justice within existing social, political and economic systems, but also how policy can disrupt those systems to create transformative change. Our policy analysis tool, grounded in relational epistemologies, extends beyond the scope of conventional analyses to examine critical issues across five dimensions of justice. [ABSTRACT FROM AUTHOR]

This paper analyses 556 model scenarios assessed by IPCC's Working Group-III for the 6th Assessment Report, which have an underlying 10-region classification and correspond to restricting warming levels to 1.5 ℃ and 2 ℃. We show that across all scenarios, the current global inequalities in incomes, energy use, and emissions, are projected to continue even in 2050. Scenarios also project higher per capita fossil fuel use and lower carbon dioxide removal in developed countries in 2050 compared to developing countries. Our results demonstrate the scale and scope of unequal outcomes in these scenarios, that have been anticipated by theoretical critiques of the underlying models. The paper explores the potential reasons for the unequal outcomes of the scenarios focusing on the two key issues of scenario design and modelling framework. Our analysis also suggests that instead of summary assessments focusing on singular median values or percentile ranges, as undertaken in the IPCC report, more could be learned from focusing on differences between models or considering outliers that could present new and innovative solutions to the determination of equitable and efficient future mitigation pathways. Our analysis underlines the need for new frameworks for emissions modelling and scenario building, for constructing possible futures that can also foreground equity and climate justice. Key Policy Insights: Scenarios assessed by IPCC project continuing global inequality in 2050. Inequality is pervasive across all variables – energy, fuel use, GDP, and emissions. Higher CO2 reduction and CDR are projected for some developing regions. IPCC must comprehensively review scenario assessment and reporting processes to ensure the transparent representation of all scenarios in the literature. There is a need for new scenario and modelling frameworks that consider and include climate equity. [ABSTRACT FROM AUTHOR]

Fridays for Future, Extinction Rebellion and Sunrise Movement are among the new climate movements that have come into the public spotlight since 2019. While their successes in agenda-setting are undisputed, conclusions vary on whether and how this re-politicizes climate discourses. This article presents a new framework to analyze the dynamics of (de-)politicization along the dimensions of vision, agency and process. Based on a narrative analysis, we compare US movement and media documents from 2019 and identify five key narratives, namely, 'Evidence First,' 'Intergenerational Divide,' 'Climate Justice & Intersectionality,' 'System Change' and 'Political Fight.' While all movements use politicizing notions, we find that tensions between the dimensions inhibit the articulation of alternative visions of the future. This overall depoliticizing tendency appears to be rooted in process understandings that originate in dominant discursive framings of climate change and of science–policy interfaces – a finding that is informative for climate discourses in general. [ABSTRACT FROM AUTHOR]

Through in‐depth interviews, this study explored US youth climate justice activists' views and experiences of climate change education (CCE) and their recommendations for alternative educational approaches to advance climate justice. Youth activists (N = 16; ages 15 to 17) viewed education as critical to spurring societal transformation, however, most described narrowly focused (e.g., depoliticized; science‐centric) or inadequate (e.g., sparse, absent) school‐based CCE. Youths' recommendations emphasized the need for justice‐driven and action‐oriented CCE for all ages to equip all learners with the knowledge and skills to actively contribute to urgently needed, justice‐minded, systems‐level change. Findings have implications for curricular and policy change that enable education for climate justice action. [ABSTRACT FROM AUTHOR]

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Teachers are working in disturbing and challenging times, characterised by coterminous crises, the Covid-19 pandemic and human induced climate change; these are transforming our working conditions and the lives of students and teachers. In this research, we looked to our own pedagogical practices as teacher educators to collaboratively explore what it means to be teachers and learners in uncertain times of multiple crises. We use a collaborative autoethnographic methodology to better understand the kind of educator these times demand and consider the implications for teacher education. Through fictionalised, co-constructed vignettes that act as pedagogical encounters, we explore our collaborative experiences in relation to multiple crises: in the classroom, at climate strikes, and in conversations with teachers during the pandemic. We use these vignettes to think with and through teaching during the global pandemic and the climate catastrophe, and with young people's climate activism. Thinking with these vignettes, we analyse the ways (young) people across the world were already creating and are continuing to create, prefiguratively, different possible futures through public and 'everyday' modes of political action for climate justice, and what this might mean for teacher education. [ABSTRACT FROM AUTHOR]