This paper argues that effective climate change education (CCE) is one of the most urgent pedagogical and political tasks for schools and societies today, given the scale and severity of the ecological crisis, and the inadequacy of humanity’s response to it to date. The article advances conceptual toolkit to illuminate to the multiplicity of influential factors and contexts within which climate-related injustices occur. Drawing on Deborah Britzman’s conceptualisation of “difficult knowledge” and Michael Rothberg’s figure of “the implicated subject,” the paper advances a Social Ecology of Responsibility Framework (SERF) which demonstrates the impossibility of disarticulating individual, private actions that contribute to the climate crisis, from state-corporate crimes of the powerful. While not discounting differences of scale between individual actions and state-corporate practices, the article highlights difficulties with binaristic approaches to climate responsibility which privilege either personal actions or corporate-state crimes. In foregrounding self-implication in the climate crisis, the proposed model serves as a basis for establishing transnational and transgenerational solidarity with human and other-than-human lifeforms who inhabit the Earth. Having outlined the SERF, the remainder of the paper offers examples of visual images and accompanying narratives that form the basis for critical reflection on one’s own complex subject position in relation to global warming.