Geography Compass 8/4 (2014): 277–285, 10.1111/gec3.12126 Teaching and Learning Guide for: Extending a Geographic Lens towards Climate Justice Morey Burnham 1 , Claudia Radel 1 * , Zhao Ma 2 and Ann Laudati 3 1 Department of Environment and Society, Utah State University 2 Department of Forestry and Natural Resources, Purdue University 3 School of Geographical Sciences, University of Bristol Introduction Climate justice is becoming an increasingly important concern within the academic literature that examines the impacts of climate change and of mitigation and adaptation responses. Climate justice concerns have been identified and articulated within three broad realms: (i) the characterization of climate change itself and the assignment of responsibility for that change, (ii) the differential or uneven impacts of climate change, and (iii) the actions taken to address the problems associated with climate change. This teaching and learning guide provides a set of readings, focus questions, classroom and assignment activities, and film suggestions to engage students with the concept of climate justice and the justice concerns that scholars have identified. Annotated Reading Suggestions Arora-Jonsson, S. (2011). Virtue and vulnerability: discourses on women, gender and climate change. Global Environmental Change 21, pp. 744-751. Arora-Jonsson argues that the common discourse, which posits women – as an undifferentiated category – as more vulnerable to climate change is empirically unsupported. Indeed, it actually runs the risk of making individual women’s specific vulnerabilities invisible. She argues that by uncritically assuming the vulnerability of a social category, discourses such as this ignore more important issues of how power permeates social relations and decision-making processes, reproduces inequalities across scales, attributes fault to the individual, and ignores how inequalities are structurally produced. Beymer-Farris, B. and Basset, T. (2011). The REDD menace: resurgent protectionism in Tanzania’s mangrove forests. Global Environmental Change 22, pp. 332-341. Beymer-Farris and Basset provide a case study of a REDD-readiness project in Tanzania that highlights the linked nature of procedural, distributive, and recognition justice. They demonstrate how through an ahistorical misreading of the landscape in the Rufiji Delta, national and global actors positioned local inhabitants as recent migrants destroying what were once un-peopled forests and legitimized themselves to undertake carbon forestry projects. As such, control over access to and management of forest resources is shifting from local to national and global actors, resulting in plans to evict locals from the forest to pursue REDD+ goals. This process is enabled by discourses that frame climate change as so urgent that it requires immediate intervention. Further, the authors show that local participation in the decision-making process was limited. © 2014 The Author(s) Geography Compass © 2014 John Wiley & Sons Ltd