Displaced Childhoods: Climate Justice and Education from a Freirean Perspective
DOI:
https://doi.org/10.47613/Keywords:
Displaced Childhoods, Climate Justice, Freirean Pedagogical Approach, Critical Pedagogy, Migration and EducationAbstract
This study employs a conceptual critique approach to examine how discourses of climate justice are constructed at the intersection of childhood, migration, and education. Through a comparative analysis of global policy documents—UNICEF (2023), UNESCO (2022), UNHCR (2024), and IPCC (2023) —three interrelated themes emerge: (1) the reduction of justice to a technical and managerial discourse that conceals structural inequalities; (2) the representational visibility yet political silence of children, particularly displaced ones; and (3) the dominance of “adaptation” and “resilience” discourses that restrict transformative potential in education. Drawing on Freirean pedagogy, the study argues that children should not be viewed merely as vulnerable beings to be protected but as ethical and political subjects capable of transforming their worlds. Accordingly, it calls for climate education that moves beyond knowledge transmission to center children’s rights to voice, participation, and transformative action
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