Eco-justice programs must be tailored to each community’s particular history and ecology

Evidence

As we have throughout the book, we emphasize the importance of diversity here, and ask that, as you think about these examples, you recognize that no two schools or neighborhoods, or communities are the same. They all have their own particular history, ecosystem, culture, and politics even while they may share important roots. The schools have their own structural realities, strengths, and weaknesses that will make each effort unique. Big or small, however, we hope these examples help you to see what is possible. — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education, 1835

Categorization

• XREF: Directly operationalizes the anti-universalizing, place-based stance taught across the four-course polyad as a classroom design principle. — connects to: Place-based environmental schooling can exist without critiquing modernity’s assumptions — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education: Toward Diverse,…, 1844; Sustainable communities must weigh every change against community and local nature — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education: Toward Diverse,…, 399; Ecojustice educators must honor indigenous knowledges without appropriating or speaking for them — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education: Toward Diverse,…, 1568 (+3 more)

Broader Connections

• Environmental justice comprises recognition and participation as well as distribution #expands (0.78) — David Schlosberg, Defining Environmental Justice, 12
• Essential questions structure community-based eco-justice learning projects. #complicates (0.75) — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education, 1867