Canadian law schools have approached climate law through diverse legal curricula. The increased diversity of their course contents and pedagogies showcases not only the range of knowledge, skillset, and attentiveness fostered in classrooms but also the experimental and inconsistent character of climate law teaching. This Article explores what constitutes and should constitute a climate law "education"in Canada by situating the curricular development in the changing climate and legal context. Climate law has made progress and been challenged as an identifiable corpus of climate legislation and lawsuits, a coherent normative system, and a specialized professional community. This distinctiveness, with an emerging status, may explain the varied enthusiasm across schools for teaching climate law. Besides keeping up with the field, Canadian law schools should amplify the curricular significance of climate law in support of its improvement, maturation, and transformation. Having a climate law course is a manageable and beneficial arrangement. It avoids teaching the subject in passing and becomes a focal point for pursuing inter disciplinarity and more ambitious curricular experiments, including responding to the potential "climatization"of legal education. This is informed by climate law's content, progress, and relationships with other legal fields and disciplines. Interests and decisions of different stakeholders in legal education further influence climate law's place as a curricular subject.
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