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Ecoliteracy is essential for adult educators/activists en route to creating ecoliterate populations. Working cooperatively with other networks in the spirit of a 'solidarity economy', a group within the [Friends of Pascal International Association] PIMA network has run a climate justice education programme through a series of webinars. We describe and analyse a case story of an emergent climate justice curriculum in action. We use an ecofeminist analysis to understand the relational entanglement of ecological breakdown, capitalism, colonialism, racism and patriarchy which in part undergird the breaching of planetary boundaries. We identify five inquiry-based themes which are suggestive as coordinates for orientating curricula for adult educators/activists learning climate justice. One of these is the importance of building ecoliterate alliances through collaborative action as we face the 'socio-ecological hurricane' which is bearing down.

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The delivery of post-secondary education in Aboriginal communities requires both academics and learners to cross borders and to come together respectfully in new spaces. This paper suggests some criteria essential to the delivery of community-based, post-secondary education in partnership with Aboriginal communities. It draws on the experiences garnered from an intensive three-year collaborative case study in a northern Cree community in Manitoba, Canada. The study involved personal interviews with students, Aboriginal community, and university administrators and faculty. The paper concludes with an operational model for the delivery of post-secondary education in First Nations communities. This model is described as community-controlled education, which is developed from the negotiated interface between two very different world views, that of a North American university and that of a northern Cree community.

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