Understanding the climate crisis—and the justice issues that surround it—is vital across all sectors of society. The Climate Justice Bibliography Project, developed through the Climate Pedagogy Incubator, is designed to create a publicly accessible, searchable online resource that curates key academic and community-based materials related to climate justice education.
This project seeks to bridge the knowledge gap between universities and local communities by providing a comprehensive collection of sources that highlight both theoretical frameworks and practical, place-based strategies for climate pedagogy. By engaging educators, students, activists, and interdisciplinary professionals, the bibliography functions as an evolving tool to support climate justice education across diverse learning environments.
The bibliography organizes sources into major thematic categories that reflect the breadth of climate justice education. These include:
Climate Pedagogy and Higher Education – Resources in this category explore how universities can integrate climate justice into curricula, foster interdisciplinary collaborations, and serve as institutional bridges between research, policy, and community action. Works like Climate Justice in Higher Education: A Proposed Paradigm Shift examine how colleges and universities can lead transformative climate engagement through teaching, research, and community partnerships.
Indigenous Knowledge and Traditional Ecological Practices – Many sources emphasize the value of Indigenous environmental knowledge and its role in climate resilience. Books such as Braiding Sweetgrass by Robin Wall Kimmerer and Fresh Banana Leaves by Jessica Hernandez highlight Indigenous approaches to ecology, sustainability, and conservation, offering alternative models to Western conservationism.
Climate Emotions and Psychological Resilience – Addressing climate anxiety, grief, and emotional resilience is essential for sustaining long-term climate action. Works like A Field Guide to Climate Anxiety by Sarah Jaquette Ray and The Climate Mental Health Network provide psychological strategies for educators and activists navigating the emotional toll of the climate crisis.
Ecofeminism and Intersectional Climate Justice – The bibliography includes feminist perspectives on climate justice, such as The All We Can Save Project, which centers the voices of women in the climate movement. These resources explore how gender, race, and class shape climate vulnerability and resistance.
Ecosocialism, Anti-Capitalism, and Climate Policy – Several works investigate the structural roots of climate injustice and propose alternative economic and political models. Books like Climate Change, the Fourth Industrial Revolution, and Public Pedagogies: The Case for Ecosocialism explore how systemic transformations in energy, labor, and governance are necessary for achieving climate justice.
Community-Based and Place-Based Learning – Recognizing the importance of local engagement, this theme highlights strategies for integrating community knowledge into climate education. Studies such as Productive Tensions and Uncomfortable Conversations examine university-community partnerships, while Utilizing Place-Based Learning Through Local Contexts explores early childhood education models that foster environmental stewardship from a young age.
Each source in the bibliography is carefully annotated to provide key insights and applications for climate educators, activists, and researchers. This is an iterative project. A preliminary version is now available as part of a Sustainability and Climate Resilience LibGuide from the Drexel University Libraries. The final product will be hosted on a user-friendly website that allows users to explore resources by theme, keyword, and accessibility. This interactive format will not only serve as a research tool but also encourage collaboration and dialogue across academic and non-academic spaces.
By making climate justice education more accessible, the Climate Justice Bibliography Project empowers a broad range of learners to engage with the climate crisis in ways that are meaningful, interdisciplinary, and action-oriented. As the project continues to develop, it aims to serve as a model for bridging knowledge gaps between institutions and communities, ensuring that climate education is inclusive, dynamic, and responsive to the pressing challenges of our time.