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Centering Care in Transformative Climate Change Education: A Theoretical Framework for Communal Learning Ecosystems

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Title: Centering Care in Transformative Climate Change Education: A Theoretical Framework for Communal Learning Ecosystems
Language: English
Authors: Amal Ibourk (ORCID 0000-0001-9019-5208), Deb L. Morrison
Source: Science Education. 2026 110(4):1224-1245.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 22
Publication Date: 2026
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 2142908
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Caring, Transformative Learning, Environmental Education, Climate, Cooperative Learning, Educational Change, Curriculum Development, Partnerships in Education, Indigenous Knowledge, Trust (Psychology)
DOI: 10.1002/sce.70054
ISSN: 0036-8326
1098-237X
Abstract: Research-practice partnerships addressing climate change education face challenges navigating political resistance, epistemic tensions, and systemic inequities within schools and communities. Recent scholarship has outlined transformative climate change education (TCCE) as requiring the simultaneous transformation of curricula, pedagogies, and assessment systems. Building on this work, we propose Communal Learning Ecosystems (CLEs) as a theoretical model addressing the partnership structures and relational infrastructure necessary to support and sustain TCCE. Grounded in an ethics of care and drawing from literature on research-practice partnerships, Indigenous relationality, and transformative learning, the CLE framework emphasizes co-design, adaptive strategies, relational trust-building, and land-based positionality. We theorize how caring, relationality, and positionality within partnerships can foster effective TCCE, particularly in politically resistant contexts. We argue this model serves as a framework for addressing structural challenges, sustaining collective action, and co-creating just and sustainable educational futures.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508359
Database: ERIC
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Research-practice partnerships addressing climate change education face challenges navigating political resistance, epistemic tensions, and systemic inequities within schools and communities. Recent scholarship has outlined transformative climate change education (TCCE) as requiring the simultaneous transformation of curricula, pedagogies, and assessment systems. Building on this work, we propose Communal Learning Ecosystems (CLEs) as a theoretical model addressing the partnership structures and relational infrastructure necessary to support and sustain TCCE. Grounded in an ethics of care and drawing from literature on research-practice partnerships, Indigenous relationality, and transformative learning, the CLE framework emphasizes co-design, adaptive strategies, relational trust-building, and land-based positionality. We theorize how caring, relationality, and positionality within partnerships can foster effective TCCE, particularly in politically resistant contexts. We argue this model serves as a framework for addressing structural challenges, sustaining collective action, and co-creating just and sustainable educational futures.
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        Value: 10.1002/sce.70054
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      – Text: English
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      – SubjectFull: Environmental Education
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      – SubjectFull: Climate
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      – SubjectFull: Cooperative Learning
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      – TitleFull: Centering Care in Transformative Climate Change Education: A Theoretical Framework for Communal Learning Ecosystems
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