Environmental literacy and social justice are inextricably linked, and recent changes in California’s curricula fully encourage pedagogical exploration of this linkage. A school district representative, a teacher, and a student share their perspectives about the intersection of environmental literacy and social justice.
The students, once again, have the answer: our charge is to hear them, and join in the work of enacting the solutions. Please take a moment and listen to their voices.
The history of this place, and the story of what Ms. Chan and the district are doing to provide effective student-centered learning are inexorably intertwined, and illustrate another instance of how district-level support, committed educators, and community partnerships—working in concert with a place itself—enhance student engagement and support student success. Environmental literacy is woven throughout their innovative strategy to serve their students.
My next 48 hours in Plumas County provides many deep and powerful lessons on the meaning of place, of place-based learning, of public education and the public trust, and of community.
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