Education at the intersection of environmental, epistemic and transitional justices An initial scoping review

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dc.contributor.authorizzi O. Milligan
dc.contributor.authorPatricia Ajok
dc.contributor.authorMaría Balarin
dc.contributor.authorSilvia Espinal
dc.contributor.authorMrigendra Karki
dc.contributor.authorDaniel Komakech
dc.contributor.authorGwadabe Kurawa
dc.contributor.authorCarlos Monge
dc.contributor.authorExpedito Nuwategeka
dc.contributor.authorMohan Paudel
dc.contributor.authorJulia Paulson
dc.contributor.authorSrijana Ranabhat
dc.contributor.authorPaola Sarmiento
dc.contributor.authorRobin Shields
dc.contributor.authorAshik Singh
dc.contributor.authorGanesh Bahadur Singh
dc.contributor.authorRachel Wilder
dc.date.accessioned2025-07-30T10:59:40Z
dc.date.available2025-07-30T10:59:40Z
dc.date.issued2021
dc.descriptionJustEd is an international comparative mixed methods study that explores the lived experiences of secondary school learners of environmental, epistemic and transitional justice. We produce insight into how learner experiences translate into actions to advance Sustainable Development Goals 13 (Climate Action) and 16 (Peace, Justice and Strong Institutions). The JustEd study is delivered by researchers at the University of Bath (UK), the University of Bristol (UK), Group for the Analysis of Development (GRADE) (Peru), Gulu University (Uganda) and Tribhuvan University (Nepal).
dc.description.abstractThis paper is the final of four theoretical background papers for JustEd – a research project that aims to understand how secondary school learners' knowledge and experiences of environmental, epistemic and transitional justice, in and out of school, relate to learners’ intended actions with respect to SDG 13 (climate action) and SDG 16 (peace) in Nepal, Peru and Uganda. This paper starts to identify the links between these justices in education and points to the ways that they can be complementary to, and enriching of, social justice perspectives. Through exploring the links across the three justices, we suggest that there are two key relationships between education and these multiple justices. The first is education as a means to achieve different forms of justice in the ways that education can lead to justice, for example, how access to schooling is considered a distribution of resources, or how learning about past conflict could enable positive peace. The second is education as an (un)just space in the ways that teaching/learning processes and social practices in classrooms, schools and in the wider environment reflect and embody different forms of justice.
dc.description.sponsorshipJustEd is funded by the UK government’s Grand Challenges Research Fund (GCRF)
dc.identifier.urihttp://hdl.handle.net/20.500.14270/567
dc.language.isoen
dc.publisherJustEd: Education as and for environmental, epistemic and transitional justice
dc.titleEducation at the intersection of environmental, epistemic and transitional justices An initial scoping review
dc.typeArticle

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