Utilization of a novel pedagogical framework to create and implement an environmental justice strategies undergraduate course: a case study

Educational Practice in Education for Environmental Justice: A Systematic Review of the Literature

“…Considering the above, and that systems thinking, critical literacy, and action competence are key elements in environmental justice education [23], it can be concluded that the main limitation identified when working on environmental education in ECE, PE, and PTT classrooms from an environmental justice perspective is its lack of integration. One possible explanation for this is the strong theoretical focus of publications on both environmental education and environmental justice [37], which has generated a gap between research and educational practice, due to the lack of a definition of the didactic component [47].…”

“…In this sense, encouraging students' reflection, critical analysis, and complex problem solving is essential [22]. However, even today, we still have no theoretical frameworks for approaching environmental justice education from a classroom practice perspective, as the literature generally has a strong pedagogical and philosophical focus [23]. This results in the adoption of a more conventional, literacy-based teaching approach to tackle environmental concerns.…”

“…Despite the above, several elements have been identified that may be suitable for bringing this approach into the classroom [4,23]. These elements are interconnected and are systems thinking, critical literacy, and action competence.…”