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dc.contributor.authorRabe, Christopher
dc.date.accessioned2024-07-22T17:03:41Z
dc.date.available2024-07-22T17:03:41Z
dc.date.issued2024-07-14
dc.identifier.issn2190-6483
dc.identifier.issn2190-6491
dc.identifier.urihttps://hdl.handle.net/1721.1/155735
dc.description.abstractSince the early 1980s, the environmental justice (EJ) movement was critical in drawing much needed attention on how Black, Indigenous, People of Color (BIPOC), and low-income groups have experienced a disproportionate burden of environmental harms. This movement eventually formed the field of environmental justice, a multidisciplinary area of study that attempts to identify environmental injustices and provide theory and practice for their resolution. Despite the expansion of the EJ field and recent public attention, research shows that both EJ content knowledge and BIPOC students are isolated and excluded from Interdisciplinary, Environmental, and Sustainability (IES) programs within higher education. In addition, these studies have shown a relationship between EJ content and community-engaged practices with the inclusion of BIPOC students. This study sought to examine how and why EJ teaching and community-engaged pedagogies may be associated with inclusive or anti-racist practices by examining four faculty members teaching undergraduate EJ courses at four institutions. Using a multi-case study design, primary findings showed that faculty members held activist course objectives, which led to distinct community-engaged practices, such as the invitation of diverse guest educators, inclusion of readings from diverse authors, field experiences with EJ communities, and the integration of alternative ways of knowing that resist Eurocentric biases. The discussion and implications explore how these practices intersect with inclusive and anti-racist pedagogies, and provide recommendations for their implementation within the context of Environmental Studies and Sciences (ESS) in higher education.en_US
dc.publisherSpringer Science and Business Media LLCen_US
dc.relation.isversionof10.1007/s13412-024-00939-9en_US
dc.rightsCreative Commons Attributionen_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/en_US
dc.sourceSpringer USen_US
dc.titleEnvironmental justice teaching in an undergraduate context: examining the intersection of community-engaged, inclusive, and anti-racist pedagogyen_US
dc.typeArticleen_US
dc.identifier.citationRabe, C. Environmental justice teaching in an undergraduate context: examining the intersection of community-engaged, inclusive, and anti-racist pedagogy. J Environ Stud Sci (2024).en_US
dc.contributor.departmentMassachusetts Institute of Technology. Environmental Solutions Initiative
dc.contributor.departmentMassachusetts Institute of Technology. Environmental Solutions Initiative
dc.relation.journalJournal of Environmental Studies and Sciencesen_US
dc.identifier.mitlicensePUBLISHER_CC
dc.eprint.versionFinal published versionen_US
dc.type.urihttp://purl.org/eprint/type/JournalArticleen_US
eprint.statushttp://purl.org/eprint/status/PeerRevieweden_US
dc.date.updated2024-07-21T03:13:49Z
dc.language.rfc3066en
dc.rights.holderThe Author(s)
dspace.embargo.termsN
dspace.date.submission2024-07-21T03:13:49Z
mit.licensePUBLISHER_CC
mit.metadata.statusAuthority Work and Publication Information Neededen_US


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