Facilitating Emancipatory and Justice-Centered Environmental and Climate Learning

Graphical Abstract

Abstract

Read about a case study that illustrates how curriculum design and professional learning efforts can support justice-centered environmental and climate learning for students of all ages.

Keywords:

• Middle School
• Elementary
• High School
• Informal Education
• Citizen Science
• Climate Change
• Environmental Science
• Equity
• STEM

Supplemental Material

Acknowledgments

We would like to thank Stacy Meyer, Meredith Lohr, and Deb Morrison for their thoughtful insights and feedback throughout this writing process. We are also grateful for the generosity, leadership, and ongoing collaboration of teachers in Southwest Washington. Thank you to the brilliant youth activists who continue to impact and empower educators and future generations of learners.

This material is based upon work supported in part by the Washington State Office of Superintendent of Public Instruction (OSPI) through the ClimeTime initiative and by the National Science Foundation under Grant No. 1626365. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of any funder.

Additional information

Notes on contributors

Pranjali Upadhyay

Pranjali Upadhyay is an Integrated Curriculum Coordinator at Educational Service District 112, in Vancouver, Washington.

Rae Jing Han

Rae Jing Han ([email protected]) is a PhD Candidate and Graduate Researcher at University of Washington, Institute for Science + Math Education in Seattle, Washington.