Abstract
Faculty must do more to include ecojustice pedagogy, including climate change education, in higher education. This article describes how I infused ecojustice pedagogy into my undergraduate children's literature course. I share my experiences on developing an ecojustice praxis over a three-semester period. Using the three prongs of sustainability (ecology, economics, and equity), I provide suggestions for incorporating texts, vocabulary, and heuristics, specific activities and assignments.
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