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Today, populism is widely understood to entail an exclusionary conception of "the people" that threatens climate change action. While this threat is real, I argue that populism itself can be understood as a response to perceived exclusion and marginalization, making it possible to conceptualize a more heterogeneous conception of populism's "people." Examining two approaches to climate change action rooted in contrasting conceptions of the people and the elite, I argue that climate justice organizing offers a promising effort to construct a heterogeneous people and offers a powerful critique of the elite representation of climate change action in which "we are all in this together." Yet along with this promise, climate justice organizing must navigate tensions that are inescapable within any populist formation. One neglected thread of populist history and theory offers resources for doing so; in the final section of this paper, I explore its relevance to climate justice today. [ABSTRACT FROM AUTHOR]

There is an ongoing debate among climate activists and scholars on the merits of 'climate emergency' frames, which mirrors debates in critical security studies on the benefits and risks of 'securitization'. Climate emergency advocates demonstrate that rapid transformative action beyond 'normal' politics is needed to meet the Paris agreement targets. Critics, on the other hand, highlight the risks of deploying emergency frames to galvanize climate action, which may simply result in failed securitizations or even in emergency suspensions of democratic norms that advance climate action at the expense of climate justice. This paper will engage this debate by exploring the question: could climate emergency mobilizations be compatible with climate justice? I will argue, following Andreas Kalyvas, that the climate emergency can be framed as an opportunity for an 'extraordinary politics' of democratic constituent power, though this would involve risks and trade-offs that must be negotiated in practice. [ABSTRACT FROM AUTHOR]

Advancing equity and justice in climate action planning (CAP) presents a considerable challenge for urban governance actors. This paper provides necessary and practical guidance for developing participatory approaches that help planners avoid perpetuating dominant knowledge systems and corresponding planning interventions that have brought us to the current state of climate change and social inequity. Advancing equity and justice in CAP requires reflexive, participatory practice that centers vulnerable residents and supports communication across differences in social position and systems of meaning. These actions require a fuller accounting of the underlying social processes that drive vulnerability to climate change. [ABSTRACT FROM AUTHOR]

Summary: Motivation: As governments move in earnest toward a green economy, few countries are considering education policy that can facilitate the development of green skills for such transitions. Where policy discussions are happening, green skills are often conflated with science, technology, engineering, and maths (STEM) skills, with little attention to the breadth of green skills needed to achieve climate justice. Purpose: We present a green skills framework to help support policy stakeholders imagine a continuum of green skills for a just transition. Methods and approach: This article applies a critical feminist lens to understand how green skills have been conceptualized across the gender and adolescence, greening and sustainability, and education fields. It also integrates the perspectives of stakeholders from climate, education, and gender‐focused multilateral, government, and non‐governmental organizations working on green skills. Findings The analysis finds that green skills coalesce around three distinct but overlapping paradigms. The first understands green skills through a technical lens as the specific capacities needed for green jobs. The second and third paradigms understand green skills through a sociological lens, seeking to tackle the behaviours and social structures driving the climate crisis. As such, they centre on cross‐cutting generic capacities and transformative capacities, respectively. Taken together, the article offers a new definition of green skills for policy stakeholders. Policy implications: The three approaches to green skills outlined in this paper constitute the pillars of a new green learning agenda for climate action, climate empowerment, and climate justice. This green learning agenda fills a significant void in both climate policy and education policy, and could help governments address current capacity building needs while setting their populations up for the long‐term social transformations required to achieve a just transition. [ABSTRACT FROM AUTHOR]