Middle Schoolers as Critical Inquirers and Advocates in an Urban Forestry Unit: Possibilities and Uncertainties

• In Event: Science Learning Experiences of Students in K–12 Classrooms

Abstract

Abstract. The overlap between environmental and social justice education increasingly necessitates youth viewing themselves with agency. This research examines the engagement of 55 diverse middle school youth in an 18-hour justice-oriented urban forestry unit and investigates how they embraced their role of critical inquirer and advocates to make sense of urban heat islands (UHI) and tree canopy disparities. Our findings reveal 1) youths’ definition of, affinity for, and uncertainties in acting as advocates in this triple pandemic era 2) the potential of middle school youth as catalysts for fostering environmental-justice awareness and actions 3) youth anxiety over the perceived indifference of those with the power to implement solutions. We present implications for design and pedagogy of justice-oriented climate education.

Authors

• Jingyi Chen, Vanderbilt University

• Heidi Carlone, Vanderbilt University

• Hannah H. Ziegler, Vanderbilt University

• Zachary C. Conley, Vanderbilt University

• Liwei Zhang, Vanderbilt University

• Yelena Janumyan, Vanderbilt University

• Tessaly Jen, Vanderbilt University

• Quinn Tanner, Crystal Bridges Museum of American Art