Competing Narratives of Environmental Advocacy Across Two Early Elementary Classrooms

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Abstract

This study analyzes how environmental advocacy narratives emerged in a social studies curriculum taught across six weeks in two early elementary classrooms. Students explored environmental issues through hands-on projects, primary sources, and local case studies. We analyzed the curriculum materials to identify six recurring narratives that framed advocacy in distinct ways (e.g., Heroic Advocate, Everyday Choices). Each offered different perspectives on responsibility and meaningful action. The findings surface tensions such as whether change depends on personal choices or structural action, and whether justice is framed as urgent now or a responsibility for the future. These tensions point to the complex narrative terrain K–2 students must navigate when learning to reason about environmental issues.

Authors

• Ryan E. Hughes, University of North Carolina - Greensboro

• Jay M. Shuttleworth, City University of New York, Queens College