Integrating Environmental and Ethnic Studies Through a Social Justice Outdoor Education Program for High School Learners

• In Event: Reimaging Environmental Learning for Justice and Equity

Abstract

We present an ethnographic case study of teachers of color who teach a combined ethnic studies and environmental education curriculum they created to address their marginalized students’ educational alienation. Analyzing field notes (outdoor and classroom activities), curriculum guides, student projects, and interviews involving roughly 100 participating students, teachers, and alumni, the authors found that this innovative program’s students did not fit the classic climate justice activist profile by engaging in protests, raising money for climate groups, or lobbying Congress for new legislation. Nonetheless, they demonstrated how they have learned to fight for social justice and/or environmental stewardship in ways that ensure they do not 'go through the system passively’.

Authors

• Laura Moorhead, San Francisco State University

• Jeremy D. Jimenez, SUNY - College at Cortland