Abstract
ABSTRACT Objective Environmental education (EE) is an approach which should be activated immediately to address environmental injustice and catastrophe. Though broad agreement exists with the need for EE in the US, there is an implementation gap. Method This study offers a thematic analysis from qualitative interviews with 13 teachers and administrators who worked in a large, urban district in the Western United States, identifying how curriculum can address the implementation gap. Results We identify three themes emergent from the interviews: In the absence of formal training and curriculum, teachers meet student needs and interests in the environment through a complementary curriculum and ecological mindedness. Our participants’ recollection of their experiences with EE demonstrates the power of alignment thinking to move EE into classrooms now. Finally, greater attention to environmental justice would support teachers and students. Conclusion The paper concludes with insights this project brings to education scholars, including encouragement for curricular interventions related to environmental justice and supporting preK-12 professionals for the healing of life on Earth.
Published Version
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