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.
We knew from recent work with the science community of practice that teachers saw the value of discourse and felt somewhat comfortable with it, yet needed more professional development to fully implement it in their classrooms.
Middle school students are desperately searching for ways to be seen as independent people who have something to offer the world. It is the perfect time to introduce them to issues they actually have the ability to contribute to change.
I believe that it is our duty as educators to respond to the preponderance of evidence that has mounted, which paints a picture of a rapidly changing environment and a potentially very different socio-political future, by adapting our preschool–college instructional programs to be more reflective of that future and its predicted reality, and that prepares them for life in a world affected by human-caused climate change.
By partnering with CAELI organizations, the Municipal Water District of Orange County was able to create compelling educational opportunities for students, focused on water and environmental stewardship.
On April 16, 2019, school districts focused on the ongoing development and refinement of Next Generation Science Standards (NGSS) implementation plans came together with districts focused on developing environmental literacy plans as part of BaySci’s district capacity-building program.
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.
How a K–12 teacher found a path to environmental literacy through district-wide collaboration and community outreach.
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