The Rhizome of Environmental and Climate Justice Education: A semi-autoethnographic systematic literature review

• In Event: Reimaging Environmental Learning for Justice and Equity

Abstract

This semi-autoethnographic systematic review examines empirical studies of K–16 educators enacting environmental and climate justice (EJ/CJ) pedagogies between 2021–2025. Grounded in the author’s experience as a science educator and Woman of Color, the study blends critical self-reflection with systematic analysis to uncover emergent strategies that challenge dominant science education narratives. Three themes emerged: (1) the need to distinguish EJ from CJ while centering Communities of Color, (2) the value of decolonial, relational, and interdisciplinary pedagogies, and (3) a lack of research guiding EJ/CJ teaching. Findings highlight educator practices rooted in local knowledge and radical care, often enacted without institutional support. The study calls for anchoring EJ/CJ pedagogy in frameworks like the Principles of Environmental Justice and Dr. Robert Bullard’s work.

Author

• Dinorah-Marie Hudson, Graduate Center - CUNY