Conceptualizing Learning in the Climate Justice Movement

Abstract

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.

“Like, Share, Comment,” and Learn: Transformative Learning in Online Anti-Trump Resistance Communities

“…Scholars have credited offline social movements with providing the “container” for transformative learning, as “without this network, people would not be able to think nor imagine an alternative world” (Westoby & Lyons, 2017, p. 236). Similar learning opportunities have been indicated in online networks, encouraging Kluttz and Walter (2018) to caution against excessive differentiation between analog and digital social movement learning. It appears that the notion that adults learn while engaging in collective action is universally understood, yet the nature of that learning remains in question.…”

“…Kluttz and Walter (2018) look to “larger structures” that “shape the contexts, processes and possibilities of adult learning” (p. 94). The 2016 presidential election in the United States comprises the “larger structure” for this study.…”

An Emerging Framework for the EdD Activist

“…Their emphasis on activism rather than activists privileges concrete behavior over variable identity. Similarly, Kluttz and Walter (2018) defined activists as "all persons participating and learning within a social movement" (p. 94), which necessitates specifying which movement.…”

Teetering on the Brink

“…Absent from much of sustainability learning, especially in economically wealthier societies, is consideration of the social injustice embedded in climate change impacts and responses. The metaphorical North of the planet is primarily responsible for historical carbon buildup, but climate change effects are bearing down thickest and fastest on people and societies in the metaphorical South; that is, those who carry least responsibility for climate breakdown and those with least capacity to protect themselves from its devastating effects (Kagawa & Selby, 2010; Kluttz & Walter, 2018). Global climate justice concerns safeguarding, and giving voice to the world’s most vulnerable and sharing both the benefits and burdens associated with climate change fairly and equitably.…”

“…Third, as discussed in our earlier consideration of economic growth and consumerism, crosscutting and critical attention needs to be given to power issues feeding into climate injustice, that is, structures and vested interests bolstering the status quo, and to consideration of alternatives and means of effecting transformative structural change. There is a need for individual and interactive learning that cultivates “educative-activism” through virtual and face-to-face enquiry, research, observation and interaction, and through engaging in dialog within community forums and participation in direct action and protest events (Kluttz & Walter, 2018, pp. 95, 98).…”