“Where’s a Good Place to Start?” Intersectional Environmentalism in Picture Book Discussions With Preservice Teachers

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Abstract

Amidst the escalating climate crisis, the imperative for environmental justice education is paramount. This qualitative case study explores how K-8 preservice teachers' thinking about environmentalism education shifted during picturebook club discussions around environmental justice. The study adopts an intersectional approach, recognizing the interconnectedness of social and environmental issues. Initial findings show teachers expressing resistance and hopelessness, perceiving environmentalism as daunting or unrelated to broader social justice concerns. However, as they engaged in picturebook club discussions, perspectives evolved, recognizing environmentalism's intersection with social justice and the importance of addressing privilege. The study underscores the importance of explicit and intersectional modeling and thinking in methods courses and the need for multiple experiences over time for teachers to engage in inquiry.

Authors

• Erica Holyoke, University of Colorado - Denver

• Lauren Fletcher, California State University - Stanislaus