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This article extends Scandrett et al.’s conceptual framework for social movement learning to understand learning and knowledge creation in the climate justice movement. Drawing on radical pluralist theoretical approaches to social movement learning, learning in the climate justice movement is conceptualized at the micro, meso, and macro levels, along two continua of (a) unorganized and organized learning and (b) individual and collective learning. Two critical themes of learning about power and learning about place are used as examples to illustrate learning across the three levels. Article conclusions discuss strengths and limitations of the conceptual framework and directions for further research to better understand adult learning within the climate justice movement.

Cambodia has experienced rapid economic growth in the last two decades, improving living standards and diminishing poverty. Unfortunately, it has failed to do so evenly. Growth within the country has widened the gap between rich and poor and exacerbated the rural/urban divide. This inequality is mirrored in the school system. Inequality within the school system is, in large part, due to the persistence of child labour in rural and remote areas. Yet, child labour is not simply a symptom of poverty in Cambodia, but more a lack of opportunity, which suggests that education may have an important role to play as a solution. This article considers the relationship between child labour and education in Cambodia. Using the Human Development and Capabilities Approach, it draws attention to the intrinsic and instrumental values offered by the quality of Cambodia's basic education system and how they affect families' decisions when choosing between educating their children or having them work as child labourers. Approaching solutions to child labour based on the premise that child labour is caused by a lack of opportunity or capability formation within education, rather than simply treating child labour as a symptom of poverty, allows for careful consideration of policy solutions, their effectiveness and the implications for inequality within the school system and wider society.

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