Youth Reclaim Narratives via Environmental Justice Digital Activism and Challenge Colonizers’ Perspectives in Environmental Science

• In Event: AERA Roundtable Session Friday 3:45 pm
  In Roundtable Session: Resistance, Activism And Liberatory Education

Abstract

Using a postcolonial theoretical framework, this qualitative study aimed to create space for youth to reclaim their narratives by examining how diverse communities are represented in their environmental science class and environmental justice-related digital activism content on social media. Youth volunteers from an environmental science class at a Philadelphia high school served as co-researchers, influencing the study design and analysis to explore the relationship between environmental justice (EJ), colonialism, and climate change. Co-researchers reflected on how environmental science education materials perpetuated colonial narratives and provided feedback on ways teachers can amplify the narratives of those most vulnerable to the climate crisis. Furthermore, the co-researchers acted as EJ digital activists and shared their knowledge on the study’s Instagram account.

Author

• Tasnim Aziz, Teachers College, Columbia University