Using Collaborative Participatory Analysis to Develop an Eco-Justice Orientation in Preservice Teachers

• In Event: Sustainability Education Across Settings and Generations

Abstract

The need to incorporate Ecojustice into teacher education is crucial for our future. The development of effective classroom resources and teachers prepared to address socio-environmental challenges is vital. We see an opportunity at the intersection of Ecojustice and critical pedagogies of place to achieve this. This paper shares the process and findings from the 2020 implementation of a collaborative model designed to develop an Ecojustice orientation among preservice teacher candidates. Preservice teacher candidates traveled to Ecuador to learn about the socio-environmental impacts of globalization. Upon returning, preservice teachers engaged in participatory analysis to discover and document their stories of transformation and collaborated to develop Ecojustice lessons for K-12 classrooms. The participatory process and their stories are highlighted in this paper.

Authors

• Marissa E Bellino, The College of New Jersey

• Greer Burroughs, The College of New Jersey