Tuscarora nation lands and the New York State Power authority: an environmental justice education approach to decolonizing curriculum

Abstract

This program evaluation outlines the process, challenges, and outcomes of decolonizing middle school curriculum through an interdisciplinary approach. A diverse team of educators conducted a curriculum audit and restructuring initiative in a Western New York independent school. Faced with data analysis challenges, the team devised an Environmental Justice Education framework, drawing on Bullard’s Environmental Justice Theory and Critical Race Theory. The resultant curriculum map, implemented with students, embraced an interdisciplinary, place-based approach, grounded in Indigenous history and contemporary events, and emphasized action- oriented learning. The impact on student learning was profound, as the infusion of justice-based, localized questioning facilitated meaningful dialogue and engagement. Students demonstrated increased awareness, ownership, and civic involvement, sharing newfound narratives with peers and family. This paper provides a comprehensive guide for educators seeking to cultivate critical questioning skills through a community place-based design model.

Keywords:

• critical theories
• curriculum development and pedagogy
• indigenous contexts
• middle school
• environmental justice education

Disclosure statement

No potential conflict of interest was reported by the author(s).