Teaching Environmental Justice: Practices to Engage Students and Build Community(Elgar Guides to Teaching)

This ground-breaking book presents interdisciplinary educators with classroom tools and strategies to integrate environmental justice into their courses. Providing accessible, flexible, and evidence-based pedagogical approaches designed by a multidisciplinary team of scholars, it centers equity and justice in student learning and course design. It further presents a model for community-based faculty development that can communicate those pedagogical approaches across disciplines. Key Features: Reflection on how to teach inclusively across disciplines, with a focus on community-based faculty development. Presentation of a blend of insights from diverse disciplines, including art, astronomy, ecology, economics, history, political science, and online education. A focus on how to stimulate student engagement to improve students’ empirical and conceptual understanding of environmental politics. Detailed instructions for both introductory and more advanced active learning assignments and classroom activities, including guidance on how to manage common challenges and adapt activities to specific learning environments, particularly online formats Providing detailed instructions and reflections on teaching effectively and inclusively, Teaching Environmental Justice will be an invaluable resource for faculty and graduate students teaching modules in environmental justice in courses across disciplines. It will also be essential reading for researchers of teaching and learning seeking insight into cutting-edge classroom practices that center equity and justice in student learning.

Table of Contents:
Contents: Foreword: Education for Transformation at the nexus of justice and the environment xvi Julian Agyeman Introduction to Teaching Environmental Justice: Co-creating a faculty development model 1 Sikina Jinnah, Jessie Dubreuil, Jody Greene and Samara S. Foster PART I PROJECTS FOR TEACHING ENVIRONMENTAL POLITICS AND JUSTICE 1 Protest music: using music to challenge (environmental) hegemony 15 Kemi Fuentes-George 2 Epochs of domination and liberation: expanding students’ understanding of human–environment relationships in the service of environmental justice 34 David Pellow 3 Rethinking sustainable development practice: From intervention to reparation 44 Manisha Anantharaman and Jennifer Lee Tucker 4 Climate justice: Fostering student public engagement 67 Prakash Kashwan 5 Teaching perspective in an unequal world: Negotiating climate change within the UN system 81 Kate O’Neill and Sebastián Rubiano-Galvis 6 Should solar geoengineering be used to address climate change? An ethics bowl-inspired approach 103 Sikina Jinnah and Juan Moreno-Cruz 7 Power in natural resource governance projects: Power hierarchies in the negotiation of an international petroleum contract 121 Alero Akporiaye and D. G. Webster 8 Relationships, respect, and reciprocity: Approaches to learning and teaching about Indigenous cultural burning and landscape stewardship 145 Beth Rose Middleton Manning 9 Harnessing humor for tough talks: Humanitarian experiences addressing exclusion and climate risks 157 Pablo Suarez 10 Using contemplative practice to sustain equitable environmental engagement 172 Elizabeth Allison 11 The Global Environmental Justice Observatory: Fostering students’ knowledge production, professionalization and belonging 190 Ravi Rajan and Flora Lu PART II REFLECTIONS FROM THE OUTSIDE OF THE SILO 12 Colonization of fire: Why biophysical sciences must teach environmental justice 206 Crystal Kolden 13 How relational learning can disrupt the scientific cultural status quo: Lessons from astronomy 214 Kathryne J. Daniel and Enrico Ramirez-Ruiz 14 Using socially engaged art to teach environmental and social justice 220 Chessa Adsit-Morris 15 Teaching feminist economics to challenge the hidden assumptions in economics 228 Juan Moreno-Cruz 16 Community-engaged research in the natural sciences: Centering listening in the classroom 233 Kristy Kroeker 17 Teaching students how to get comfortable with the uncomfortable feeling of not knowing 240 Robin Dunkin 18 How online teaching and learning can support the public mission of research universities 248 Michael Tassio 19 Embodying social and environmental justice learning through somatic and mindfulness practices 256 Sapana Doshi and Tracey Osborne Index 268

About the Author :
Edited by Sikina Jinnah, Professor, Department of Environmental Studies and Associate Director of the Center for Reimagining Leadership, Jessie Dubreuil, Associate Director for Learning, Center for Innovations in Teaching and Learning, Jody Greene, Associate Campus Provost and Professor of Literature and Samara S. Foster, Managing Director, Center for Innovations in Teaching and Learning, University of California, Santa Cruz, US

Review :
‘What an absolutely phenomenal resource! Jinnah, Dubreuil, Greene and Foster have pulled together an incredible and diverse collection of experiments, projects, practices, and reflections on teaching environmental justice. There is so much here to motivate, engage, and inspire students – and to address the injustices they face. I can’t wait to get it into the classroom.’ ‘In this unique and eclectic collection, an esteemed team of scholars charts the pedagogical domain of environmental justice. Drawing on experience from multiple branches of the physical and social sciences, they give teachers theoretical and practical tools for engaging students in understanding and realizing a more just and sustainable world.’ ‘It is high time for this brilliant and innovative book that teaches us how to teach environmental justice creatively, collaboratively and across disciplines. Environmental justice is one of the most urgent matters of our times – and teaching is the most important and powerful tool we have to achieve it. The authors and collaborators provide us with an inspiring and invaluable repertoire of tools, projects, experiences and reflections to meet this challenge in the classroom and beyond.’