This working academic essay explores how education for global justice can move beyond human-centered frameworks by engaging with ecojustice education and multispecies ethics. While dominant approaches to global and global citizenship education emphasize human rights and social inequality, they often marginalize ecological systems and non-human life, despite their central role in sustaining social relations. Using Save The Frogs! as a conceptual case, the essay examines how experiential, action-based, and community-oriented educational practices enact ecojustice principles, while also revealing tensions related to access, epistemic dominance, and sustainability. The essay contributes to debates in global and environmental education by reframing justice as a relational practice across species and systems.
Xiaoxin Shi (Fri,) studied this question.
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