ABSTRACT
This chapter reflects on the demands of school climate strikers and offers ways we can support the capability of young citizens as they learn to reason about justice as rights and responsibilities (of humans, non-humans and future generations) in a changing climate. In the discussion that follows we define embedded justice (practical reasoning) and review some of the questions about justice that are bound up in environmental debates including: how can we advance distributive justice (the fair distribution of good and bad things), procedural justice (inclusive and accountable decision-making), political responsibility (our obligations to put things right), intergenerational justice (the ethical obligations between generations), Indigenous rights (the rights of First Peoples to self-determination, wellbeing, dignity and survival), environmental justice (fair processes for human and non-human nature with regard to decision-making) and climate justice itself (as fair recognition of responsibility for climate change and appropriate action)?
