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Shifting the approach: greening abolitionist teaching for inclusive sustainability

Author

Listed:
  • Gabriel R. Valle

    (California State University)

  • Ariel J. Stevenson

    (California State University)

  • Megan A. Hammerschmidt

    (Goddard College)

  • Juliana Goodlaw-Morris

    (California State University)

Abstract

In recent years, there has been growing criticism within environmental studies and sciences (ESS) regarding the environmental racism embedded in the institutions that train future environmental professionals and leaders. The environmental canon centers and perpetuates Eurocentric epistemologies in the voices, perspectives, lived realities, and values of environmentalism. We suggest an approach to ESS that begins with students. Our applied approach goes beyond “diversifying” ESS and strives to co-create a discipline that centers the histories and lived realities of minoritized students. This article highlights the work of students, faculty, and staff who are transforming traditional approaches in ESS so that it may realize its emancipatory potential. We suggest that inclusive sustainability can transform student outcomes, sense of belonging, and encourage the identity formation and self-exploration of students, opening pathways for environmental engagement. This approach has the potential to transform the discipline, diversify the field, and produce new kinds of environmental leaders to fill future environmental careers that have yet to be imagined.

Suggested Citation

  • Gabriel R. Valle & Ariel J. Stevenson & Megan A. Hammerschmidt & Juliana Goodlaw-Morris, 2024. "Shifting the approach: greening abolitionist teaching for inclusive sustainability," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 14(3), pages 458-468, September.
    • Handle: RePEc:spr:jenvss:v:14:y:2024:i:3:d:10.1007_s13412-024-00910-8
    DOI: 10.1007/s13412-024-00910-8
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    References listed on IDEAS

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    1. Gabriel R. Valle, 2021. "Narratives of place: critical reflections on place-making in the curriculum of environmental studies and sciences (ESS)," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 11(1), pages 130-138, March.
    2. Linnea K. Beckett & Flora Lu & Sheeva Sabati, 2022. "Beyond Inclusion: Cultivating a Critical Sense of Belonging through Community-Engaged Research," Social Sciences, MDPI, vol. 11(3), pages 1-23, March.
    3. Eric Kennedy & Jacqueline Ho, 2015. "Discursive diversity in introductory environmental studies," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 5(2), pages 200-206, June.
    4. Dorceta E. Taylor, 2018. "Enhancing racial diversity in the Association for Environmental Studies and Sciences," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 8(4), pages 379-384, December.
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    Cited by:

    1. Michelle L. Larkins, 2024. "Introduction: practicing diversity, equity, inclusion, and justice in environmental studies and sciences," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 14(3), pages 443-451, September.

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