International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Call for Paper Volume 8, Issue 2 (March-April 2026) Submit your research before last 3 days of April to publish your research paper in the issue of March-April.
Submit Research Paper Join as a Reviewer

Plagiarism is checked by the leading plagiarism checker TurnItIn

Call for Paper

Volume 8 Issue 2
March-April 2026

Submit your research paper

Indexing Partners
Academia Advanced Sciences Index Bielefeld Academic Search Engine CiteSeer DRJI Google Scholar Independent Search Engine & Directory Network ISI (International Scientific Indexing) Issuu Mendeley Research Networks
RefSeek ResearcherId - Thomson Reuters ResearchGate Scirus Scribd Semantic Scholar UTeM - Universiti Teknikal Malaysia Melaka Wiki for Call for Papers WorldCat Zenodo

Sustainable Development Through a Social Justice Lens: Reframing Educational Paradigms for Equity and Sustainability

Author(s) Mr. Thienkholal Guite
Country India
Abstract The stability of the economy and the safety of the environment when discussing sustainable development is usually the focus of debate but the social justice aspect of sustainability is seldom investigated. The current paper provides a theoretically based discussion that education may be used as one of the main settings in promoting a justice-motivated view of sustainability. Based on three large bodies of literature, including the capability approach (Sen, 1999; Nussbaum, 2011), critical pedagogy (Freire, 1970) as well as the concept of environmental justice (Bullard, 1990; Schlosberg, 2013; Agyeman et al., 2003), the paper puts forward a synergistic model, called Equity-Centred Sustainability Education (ECSE). ECSE focuses on redistribution, recognition, and participation as three major aspects of justice that have a role in shaping curriculum, classroom, teacher preparation, and assessment. The paper highlights structural and institutional challenges that complicate the implementation of such an approach and suggests policy mechanisms capable of supporting justice-oriented sustainability learning. It concludes that education should be placed as a transformative, democratic, ethically-based practice to be able to steer societies to more egalitarian and responsible futures.
Keywords sustainability education, justice, capability approach, environmental justice, critical pedagogy, curriculum studies
Field Sociology > Education
Published In Volume 7, Issue 6, November-December 2025
Published On 2025-12-15
DOI https://doi.org/10.36948/ijfmr.2025.v07i06.63535
View / Download PDF File

Share this



E-ISSN 2582-2160
CrossRef

CrossRef DOI is assigned to each research paper published in our journal.

IJFMR DOI prefix is
10.36948/ijfmr

Downloads
Research Paper Format Copyright Permission Form and Undertaking Form Cover Page Vol 8 Isu 2Cover Page Vol 8 Isu 1Cover Page Vol 7 Isu 6

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA Open Access

About IJFMR
Fees & Payment
Current Issue
Publication Archive 		Submit Research Paper
Track Submission Status
Publication Guidelines
Publication Ethics
Peer Review & Plagiarism 		Join as a Reviewer
Editors & Reviewers
Reviewer Referral Program
Get Reviewer Membership Certi. 		Website/Journal Policies
Usage Policy
Content Policies
Privacy Policy
Contact Us +91-9687-828-838 editor@ijfmr.com
Powered by Sky Research Publication and Journals