The present study used action research with youth to investigate and create radio shows about the role place has played in maintaining the identities of activists committed to social and ecological justice. The research focused on whether youth involvement in a participatory, critical learning experience of creating radio shows interviewing activists from their community helped those students to develop and maintain their own activist identity and community. The study also examined other aspects of the critical learning process and conditions of the radio studio that affected their identity. Finally, the study asked if the youth participants planned to take any steps to maintain their activism beyond the study. In addressing these questions of activist identity in relation to place, the study is presented as three mini-studies. Mini-study 1 addresses how the experienced activists who were interviewed by youth described the role of material places in enabling and supporting their activism, the final product of which is two radio shows. Four inductively generated, theoretical categories are presented to capture the experienced activists’ descriptions of place including relationality, the act of making place, normalizing transgression in everyday life, and using power. Mini-study 2 addresses how the youth participants perceived the process of interviewing activists on a radio show, as well as other aspects of making radio shows including the radio studio as having contributed to their own activist identities. It also looks at the steps, if any, the youth had planned to stay active beyond the study. Profiles of each youth participant are presented to represent their perceptions of creating radio shows. Mini-study 3 invites the reader on my self-reflexive journey as an educator committed to social and ecological justice including reflections on existing practice in schools, place and youth identity, collective spaces for agency, intergenerational mentoring, slow pedagogy and mindfulness, radio as a pedagogical tool, and my own style of teaching.

In order to address the full magnitude of the ecological crisis, communities need points of contact that provide enjoyment, build community, and foster "nature connection." The ability of the local food movement to provide these points of contact has fueled its rapid expansion in the last decade; however, no study to date has examined the impact of direct involvement in the movement on the ecological ethics of local congregations. This study assessed the impact of a communal vegetable garden project on the ecological ethics of an urban and a suburban United Methodist congregation in the Boston area. The study used a participatory action ethnographic model as well as an Ecological Ethics Index scale to assess overall impacts as well as impacts in the areas of ecological spirituality, community, discipleship, and justice. The study found impacts in all four areas, particularly within the suburban congregation, which integrated the project into the central identity and ministries of the church. The urban church had already integrated other food justice ministries into its central identity and ministry; the data also showed impacts in the urban church context, particularly among the project participants. The main findings of the study revealed the influential role of supportive communities, and particularly of elder mentors, in fostering nature connection experiences among the participants. The church-based locations of the gardens, as well as the hands-on, participatory nature of the projects, increased Earth-centered spiritual awareness and practices as well as pro-environmental discipleship behaviors. The visual impact of the gardens in a church context increased awareness of issues related to food justice. The gardens functioned as a means of grace that connected the participants and the wider congregations to the land near their church buildings in new ways; the gardens provided a connection to concepts of the Divine in the Creation as well as enjoyable opportunities to share the harvest among the community and with hungry communities. In these ways, the gardens connected the congregations to the Wesleyan ideas of grace and inspired new forms of Wesleyan responsibility for social and ecological transformation.

This inquiry used an ecojustice education framework and the transformative inquiry methodology to better understand the cultural and linguistic roots of global socioecological crises and to distinguish where ecologically unsustainable root metaphors show up in curricular and educator discourse. I first examined the British Columbia K–7 Science and Social Studies curriculum-as-plan[ned] to identify iterations of three ecologically unsustainable root metaphors of Western industrial culture—anthropocentrism, individualism, and reductionism. Then, 11 inquiry partners responded to written interview questions about how these metaphors appear in their teaching practices; three educators participated in follow-up semistructured interviews. In addition to these contributions, self-study reflections provide another layer to the connections I made among the literature, curriculum, and educator responses. The curriculum made no links between Western culture-language-thought patterns and socioecological crises. Several inquiry partners, however, did identify a relationship between these root metaphors and how the Western world treats the “environment.” Finally, the self-study portion revealed that despite understanding the power of root metaphors to shape our thinking and a deep desire to change, these taken-for-granted assumptions still arise in my teaching. Weaving together these findings, I recommend that future curriculum and teacher education include (a) the teaching of different worldviews to counteract the hegemony of Western industrial culture, (b) the power of language to shape thinking and actions, and (c) strategies to undertake the inner work needed to shift away from these culture-language-thought processes. / Graduate

The purpose of this study was to explore the ways in which educators address climate change and the impacts of human activity on the environment in conjunction with the Next Generation Science Standards. This study utilized qualitative methods, a phenomenological methodology informed by Moustakas, and a Systems Theory and Ecojustice Education conceptual framework. The central research questions was: in what ways do educators who are implementing the Next Generation Science Standards address climate change and the impacts of human activity on the environment? The supporting research questions were: in what ways do educators who are implementing the Next Generation Science Standards perceive their roles and responsibilities in addressing climate change and the impacts of human activity on the environment? in what ways do educators who are implementing the Next Generation Science Standards interpret the associated Earth and Human Activity standards prior to enactment? and, how do educators who are implementing the Next Generation Science Standards teach climate change and the impacts of human activity on the environment?Eight participants were purposely selected using criterion sampling. All participants taught in grades six-twelve, had at least five years teaching experience, and worked in the Sacramento Valley region of California. Data collection consisted of interviews, observations, and document analyses. During the data analysis, horizontalization was utilized which led to the illumination of the following themes: Climate change is an existential crisis, Examination and refinement of pedagogy, Perceptions on Next Generation Science Standards pedagogy, Inquiry-based pedagogical methods, Pedagogical resources, Fostering relevancy to students, and Steps toward an eco-ethical consciousness. The conclusions drawn are: context is key, confusion persists and teachers need guidance and support, adopted curricula and content standards are inadequate, systems thinking and eco-ethical mindsets are vital, teachers are essential for survivability, and more needs to happen. The recommendations from this study are of relevance to policy makers, administrators, curricula and standard developers, teachers, and anyone else interested in mitigating the impacts of human activity on the environment.

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