ABSTRACT
In this chapter, the authors choose to explore an ecojustice approach to climate change education, by systematically analyzing and discussing the ideologies that typically undergird that approach. Teaching global climate change with a socio-scientific issues (SSI) approach fosters a way of thinking that moves beyond retention of scientific fact. Students develop the ability to determine the extent to which scientific knowledge can and should be applied to climate change mitigation. They need practice in applying elements of socioscientific reasoning and moral reasoning to cultivate cultural perspectives fundamental for responsible global citizenship. Instructing about global climate change includes confronting students with contentious issues and helping them to develop and contemplate multiple sophisticated viewpoints while weighing scientific evidence and the often subtle and unequal social, moral, and ethical implications associated with proposed solutions. Furthermore, students may debate, argue, discuss, and justify their reasoning and decision-making regarding global climate change mitigation.
