Justice and Equity in Environmental Education – Special Issue Winter 2022

Justice and Equity in Environmental Education – Special Issue Winter 2022

by | Feb 5, 2022 | Equity and Inclusion, Indigenous Peoples & Traditional Ecological Knowledge, Place-based Education, Tribes & Traditional Ecological Knowledge

 

CLEARING Special Focus Issue:
Justice, Equity and Diversity in Environmental Education

Guest Editor: R. Justin Hougham, Ph.D.
Associate Professor, University of Wisconsin-Madison
Special Advisor: Derek Hoshiko, Community Organizer and Educator on Climate Change and Environmental Equity

We are excited to bring our readers this special edition of CLEARING Magazine. This issue focuses on Justice, Equity, Diversity and Inclusion (JEDI) in the environmental education field. For the last several years in general, and especially last year, we have seen a rising consciousness and call to action towards justice and equity initiatives throughout education and accordingly within environmental education as this publication and special issue reflects. This conversation and sharing of resources continues to evolve through both a raised awareness of equity and anti-racism issues, and through action towards environmental justice. This issue reflects practitioner insight from a wide array of venues, geographies, and pedagogies. It features contributions from Colorado, Washington, Idaho, Ontario, and California.

For readers in leadership roles or for those looking to influence organizational decision making during and beyond the COVID-19 era, seven salient and actionable suggestions are presented in “Racial Equity in Outdoor Science and Environmental Education: Re-Establishing the Field with Intention” (pg. 9). “Equity in a Time of Socio-Environmental Justice” (pg. 12) presents a call to action and solidarity in the ‘intergenerational fight for socio-environmental justice.’ Derek Hoshiko provides a case study of pushing for equity work by centering student voices and confronting far right pushback in “Promoting Equity and Justice at the School and Community Level” (pg. 16). Towards a landscape-wide narrative perspective with tribal youth, writers from Idaho explore these concepts through “River Newe: Creating New Narratives on Historic Landscapes” (pg. 20), inspired by time on the Salmon River. For readers interested in instruction in the collegiate context, Juan Miguel Arias and Howard Drossman explore the context and themes of power and equity in the Colorado College TREE semester (pg. 24). As always, CLEARING Magazine presents additional connections and resources that can broaden and directly apply to JEDI work and initiatives across the education community.

Environmental education reaches millions of students and community members a year in a vast array of venues, so consider that these are millions of opportunities to connect learners to core environmental science concepts, while also showing a wider look at environmental justice in the local and global issues that we face today and into the future. We look at the work in this issue to inspire the courage to be better, to do the work. JEDI is not a privilege granted to us—while it is true that the arc of the moral universe bends toward justice, justice is not achieved through unchecked privilege, rather through hard work, self-examination, collaboration, accountability, and making the most of every opportunity to lift each other up.

Everywhere we look outside of ourselves to find hope in a culture dominated by systems of oppression, we see inaction and injustice. We see this in the failed COP26 conference, and we see it in communities dominated by money and ‘power over.’ At COP26, we were supposed to see increased ambition over the Paris climate accord. Everywhere we take responsibility, we are able to become response-able, and with courage, face the triple pandemic of racism, COVID-19 pandemic, and the climate emergency.
Our hope that you will enjoy this issue lies in knowing that, while much work lies ahead, there is inspiration in the work in the field of environmental education as told in the stories herein, and in the work that our readers do on a daily basis.

In gratitude,
R. Justin Hougham, Ph.D.
and Derek Hoshiko

 

To see the entire issue in FLIP PAGE format, click here.
(Note: This link takes you out of the CLEARING website.)

 

Table of Contents 

Racial Equity in Outdoor Science and Environmental Education: Re-Establishing the Field with Intention (.PDF)
by Jedda Foreman, Rena Payan,
Laura Rodriguez, and Craig Strang

Equity in a Time of Socio-Environmental Justice (.PDF)
by Max Jimenez, University of California

Promoting Equity and Justice at the
School and Community Level (.PDF)
by Derek Hoshiko
with Anti-Racism Resources for Outdoor Families
& Environmental Educators (sidebar)

A New Tool: Land Acknowledgment Resource Cards (.PDF)
by Grace Crowley-Thomas, IslandWood
(see full article here)

River Newe: Creating New Narratives On Historic Landscapes (.PDF)
by Sammy Matsaw, Ph.D, Jessica Matsaw, M.Ed, and
Brant G. Miller, Ph.D, University of Idaho

Power and equity in undergraduate environmental education: “Loving Critique” at the Colorado College TREE Semester
by Juan Miguel Arias & Howard Drossman
Colorado College Education Department

Reclaiming the Promise of Place: An Interview with
David Greenwood by Roberta Altman
from Bankstreet Occasional Papers

 

Thoughts of an Outdoor Education “Elder”

Thoughts of an Outdoor Education “Elder”

by | Jul 19, 2021 | Outdoor education and Outdoor School

by Daniel Kreisberg

During college I was a waterfront director at a sleepaway camp and absolutely loved it. When my post college job search led me to residential outdoor education centers I was thrilled. It was summer camp all year round and it allowed me to follow my lifelong passion for the natural world. The perfect job. Twenty-five years later, after being a naturalist, 4th grade teacher, science teacher and environmental education consultant and having seen outdoor environmental education programs from the perspective of a parent and a teacher, I have decided this all makes me an outdoor environmental education elder.

First of all, what you are doing matters; this work matters. Don’t forget, be proud. The world needs outdoor education now more than ever. The world needs citizens with the knowledge, awareness and desire to live with the earth not against it. This is difficult when children are not spending enough time outdoors. Their lives are overscheduled with activities, they have less freedom to explore their neighborhoods and combined with fewer places to be in the “more than human world” they have become a generation indoors. You are the antidote because only by getting outdoors will children gain the appreciation, knowledge and sense of wonder needed to become stewards of the earth. We know from our own experience the rewards of being outdoors. Only by being outdoors will children reap the physical and psychological benefit the research and our own experiences has shown comes from getting out there.

There is a story to tell, so be a story sharer. Let the land, water and sky help you. Let the children help tell the story as well. Ecology is filled with fascinating characters, interrelationships, conflicts, heroes and more. Whatever it is that you are teaching, there should be a theme with the connections that will help children understand and remember. Don’t teach a bunch of random facts or activities. Share your story in the style that suits you. Back in the eighties I used an Indiana Jones adventure to connect lessons on ecology to save an endangered species. Wilderness survival classes began with a plane crash that required learning outdoor living skills to get back to safety. A lesson on forest ecology began with the story of a red eft. Geology is a journey back in time. It might a short story told in a 90 minute lesson or a longer story over 3-4 days. As the stories are shared, there are some things to keep in mind.

Teach local – There is amazing everywhere. The animals and plants living wherever it is you live, teach the same lessons as those in the jungle, desert or artic. Where you live has mind-blowing flora and fauna that inspire wonder. The best part of all, is that once children learn wonder at your nature center they will be more attentive to what is around their homes. They will be having direct experiences. The lessons from catching a frog far outweigh a website, movie or video of even the most amazing wildlife.
Connect to their home places. It helps to know something about the children with whom you are working. Learn about where they live, what animals and plants might they encounter back home. Talk to teachers about the community. Are there parks, forests, lakes or ponds you can refer to in your lessons? By reading their local newspapers you can relate what you are teaching to the environmental issues back home. Don’t prejudge the kids based on where they live as rich and spoiled or rowdy or whatever. Let them introduce themselves. Expectations lead to reality.

Teach love – Let there be no “ecophobia,” first described by David Sobel, this concept is important to those of us who work with children. Ecophobia is a “fear of environmental problems and the natural world.” Fear is not a great motivator. Love works much better. The stories you tell should be about the wonder of the “more than human world.” The stories should teach how it all works by fostering an awareness of our connection and love for the outdoors that comes from learning through play, exploration, guidance, fun and wondering.

Teach wonder – Look for teachable moments – the times when a child’s questions takes you off track but into a good place, or when a warbler lands on a branch just above your head while you are trying to explain how a sedimentary rock is formed, or when a rainstorm gives you a chance to define a watershed while standing in a puddle. These moments can become part of the story that you are telling. Be open and aware of teachable moments by learning about the place you are working. Explore by spending time walking and sitting. Learn by listening to people who know the land. Read. Gain your own sense of being by learning the natural and human history of the place. Then you can be aware of your part in the story. Be open. A sense of wonder is the greatest gift you can give children.
There are two parts to having a well-developed sense of wonder. One part is the ability to see the wonder in the world, the wow, the amazing, the how is that possible? It is also the ability to wonder, to ask questions, to know there is more to know. Let their curiosity guide the story you are sharing. Be sure the students know it is okay to wonder. Celebrate the good questions. When a child’s face lights up in the presence of wonder, you have done your job.

Teach science – Facts matter, a theory is not a guess. Knowledge is collected through experimentation and observation. Then, based on the accumulation of facts, theories are developed to explain what is going on. Decision making should be based on facts. Don’t just tell children how our knowledge was figured out. Have them figure things out for themselves through the activities and lessons you plan. The scientific method is not just for scientists. It is okay to say, “I don’t know, let’s find out.” even if you can’t find out at the moment. By figuring out a way to learn for themselves it can be an opportunity to experience how science works.

Teach hope – There are reasons to be optimistic. The wild is not all gone. There is still much beauty and wonder to be experienced. Human-caused problems have human solutions. Small actions multiplied by millions both cause and can solve problems. The Clean Air and Clean Water Acts have made a huge difference. The Montreal protocols, an international treaty banning chlorofluorocarbons has led to the closing of the hole in the ozone layer. Species that were once endangered are now safe from extinction. Yes, there is much to do, but by focusing on what is working you will inspire children more than focusing on what is not working. That just leads to doom, despair and hopelessness.

Teach action – Children need to understand their role in a democracy. This means having knowledge of environmental issues, at local, national and international levels. The knowledge will help them take action and not feel overwhelmed by the attitude there is nothing to be done. Children have the right and responsibility to let their elected officials know how they feel. They will be the ones making decisions in the future as voters and consumers.

Teach effectively – It is okay to expect good behavior, and if that means disciplining your students then do so, it doesn’t mean being mean. I have seen too many times educators talking when children are talking. I admit to having given too many chances and have to remind myself that I am not being fair to the k‑ids that are behaving. Have expectations for their behavior and hold them to it. It’s as simple as waiting until you have their attention before speaking. If needed involve teachers to get support. Do not let one or two students prevent the whole group from having a positive experience. Kids do understand limits, just be fair and consistent, they don’t like hypocrites.

Another way to prevent discipline problems is to build relationships. This can happen by listening and talking while sharing a meal or while walking. Ask questions, make jokes, and connect with some knowledge of popular culture. Be yourself, don’t try to be too cool.

Time is limited so avoiding distractions is key. While it is called outdoor education for a reason and it is true, there is no bad weather, there is only bad gear and lots of children have bad gear. Be aware: wet, cold and tired students are not going to learn. A shorter outdoor lesson with more focus is better than a longer lesson to the point of whining. Location, location, location, it matters where you teach. Think about the places you stop. Is there sun in their eyes? Is it noisy? Are there distractions? Is it wet? Is it safe? Is it safe for the plants and animals that live there?

Don’t be a slave to your agenda, sometimes it will be time to move on before you are ready and other times lessons slow down when children are so engrossed time stops. Whatever material you don’t get to, it will be okay. Don’t worry about not finishing, you are never going to teach everything anyway. Don’t be afraid to admit a lesson is a failure. It is better to cut your losses and move on rather than to plow through. Be aware of what they have already learned and activities they have already done. If you are at a center where more than one instructor will be working with the children be sure to know what the other naturalists are doing. There is too much to do and learn to repeat things. Outdoor education is less about the content and more about the experience. Almost always chose action over talking.

Enjoy, let the children see your passion and if you don’t have it anymore, it is time to do something else. Be the best you can be, don’t settle for mediocrity even if others are. Know why you’re doing what you are doing and do it with passion. ❏

Dan Kriesberg is the author of A Sense of Place, Teaching Children about the Environment with Picture Books and Think Green, Books and Activities for Kids, as well as over 100 articles on environmental education and essays about his personal experiences in the outdoors. He lives on Long Island with his wife, Karen and two sons, Zack and Scott. Dan is a sixth grade science teacher at Friends Academy. Whenever possible he spends his time in wild places backpacking, hiking and hanging out.

Bringing Nature Back to the Schoolyard

Bringing Nature Back to the Schoolyard

by | Jul 19, 2021 | Environmental Literacy, Outdoor education and Outdoor School, Place-based Education, Schoolyard Classroom

by Jane Tesner Kleiner, RLA
 
 

Imagine walking out the back door of your school, surrounded by the songs of spring time birds, the soft scents of flowers in bloom, the wind billowing through nearby trees, and (if you are lucky) the croaking of Pacific tree frogs. Sounds great? But… it doesn’t sound like your school? What if?

It may sound daunting, the idea of transforming your school grounds into a green, lush learning environment. However, there are great resources out there, to help put your school on-track to having learning and play environments that include lots of nature. It’s not only the kids who love and benefit from being in natural spaces; so do the school staff and the neighboring community, too.

So many schools have little more than grassy fields, paved surfaces and fenced areas. They may have a few trees and landscape beds, and hopefully an awesome playground, but most are static and sterile environments. There can be benefits to these school grounds: they are relatively safe, and it’s easy to monitor the kids during outside time. They are also seem easy to maintain (although mowing costs are a big pull on a maintenance budget). Yet, they don’t provide opportunity for imagination, let alone the creative activity that sparks imagination.

Over the last 30 years, a growing body of research strongly asserts that children experience myriad benefits from daily access to nature. Richard Louv, of the Children and Nature Network, states in an online article that,

“…including schoolyards with natural play spaces and gardens can help improve physical and mental health, cognitive skills, creativity, and social cohesion. New longitudinal studies also suggest that nature-rich schools can help raise standardized test scores. And children in low-income communities appear to benefit proportionally more from access to green space than those in higher-income communities.”[1]

Research also suggests that providing close-to-home, regular, access to nature will help kids overcome fears of the unknown. Adventuring further, they build self-confidence and interest in the broader world.

In a normal M-F week, children spend 41% of their waking hours at school[2]. With that in mind, school grounds are uniquely positioned to provide access to nature for kids. I certainly see benefits in the students that I work with, not to mention my own kids. I have seen students become self-assured, skilled and proud owners of their schools’ outdoor spaces.

There is also the matter of agency, of capitalizing on kids’ buy-in by involving them in the planning stages. Promoting student voice throughout the planning, design, fundraising, installation and maintenance of school greenspaces gives them hands-on experiences that they may not get elsewhere. And the ownership? People don’t destroy what they built themselves.

To begin, start by listening. Here are some things that I’ve heard, from schools I work with in the Vancouver area:

  • When asked what changes kids would want to see to their school campus, they said two things: more fun play equipment and have the school grounds be their own backyard fieldtrip.
  • When staff were asked where they want their school facility to be in 5 years, they want to be able to teach outdoors; this includes garden spaces and a diverse setting of natural elements.
  • Teachers want to be able to teach using the whole school campus, making use of all features.
  • The process for considering “how” to change the campus, let alone fundraise and maintain the new nature features is daunting.

Where do you start? Luckily, there are professionals who can help every school maximize the opportunity to add more nature to your campus.

It starts with lots of conversations, centered around a few key principles.

In essence, the design will:

  • meet multiple goals, including direct ties to curriculum.
  • allow for exploration, observation, discovery and fun.
  • expand and broaden structured AND self-guided learning and play.
  • foster a child’s sense of wonder and curiosity.
  • build upon what kids love to do: jump & hop; climb & balance; build & take apart; make art; allow for passive quiet time; use all senses. Create! Imagine! Explore!

 

Now that you’re excited to get going and transform your school grounds, here is a short recipe for a successful campus plan:

  • Culture. Form a team to build your natural schoolyard. The team will brainstorm, plan, design, build and maintain the spaces. Don’t rely on one person, or else it won’t be sustainable in years to come. Bring on partners and ask for help! PTO/A’s, local businesses, community groups. Local businesses may be a source of funding, but business people have an inherent stake in the health of their nearby schools. Give them a chance to offer their ideas, skills and, yes, money.
  • Individuality. Each school is unique. Build upon its existing features and add elements that easily complement the site. If you make it too complicated, it will be hard to maintain in years to come.
  • Diversity. Each user group will have different goals for the enhancements, and sometimes they will conflict. By discussing the goals and objectives first, with children’s well-being the focus of the conversation, the best solution can be refined to meet everyone’s needs. Provide something for everyone.
  • Community. Every child, every family has something to gain. Tap into your school community. You have a ready-made pool of hundreds of concerned, hard working adults. Learn who has skills, talents, and materials to contribute to the project. This will help build ownership in the project over time.
  • Inclusiveness. Make sure all the right people have had a chance to weigh in with their ideas and approvals: district staff (facilities, curriculum leads, risk, etc.), teachers, school staff, maintenance, grounds, and most importantly the students.
  • Problem Based Learning. Engage the students in every step, and empower them to meaningfully contribute, create and build a successful set of spaces for the next generation of students. This is learning! Kids will learn important, lasting lessons at every step.
  • Partnership. Find local and national organizations to support your project. Possibilities include:
    • certifying for wildlife habitat
    • becoming a state certified Green School
    • supporting the national pollinator project.
      (Certification goals are great motivators, rallying stakeholders to, “keep on track and get the plaque!”)
  • Consultation. Work with a local professional (e.g. landscape architect, school garden coordinator, etc.) to facilitate the discussions. They can capture all of the ideas and put it into one overall master plan for the site and create a report that can be used for approvals, fundraising and keeping the project on track over the years.

In the end, here is the winning equation:

program needs + site opportunities + available resources + curriculum goals = action plan

 

What goes into the plan?

Consider what type of features to add to your schoolyard.

The physical space.

  • Wildlife habitat. Native trees, shrubs, and flowers to attract butterflies, birds and mammals (provide food/water/shelter/place to raise young).
  • Outdoor classrooms. For classes and small groups to gather to work, listen and learn.
  • Nature play. Use natural materials for kids to actively engage in unstructured and imagination play.
  • Working spaces to actively plan, plant, grow and manage plants such as vegetables, fruits and flowers.
  • Messy areas. Creative spaces to make art, containing moveable elements to build and change.
  • Quiet spaces. Beautiful, peaceful settings with small group seating, to listen, slow down, de-stress and regroup.
  • Exploration spaces. Unique spaces that support a variety of curricula; might include elements for tactile learning, such as water tables, sand play, learning lab stations, and more.
  • Experiment stations. Areas that support the testing of theories, experimentation and active learning. Could include built-in features such as solar equipment, rain harvesting station, or space to create.
  • Green infrastructure. Your school district may want to upgrade features to meet sustainability goals, such as stormwater management, energy efficiency, reducing heat island effects, etc. Meet their needs while creating active learning spaces. Welcome these ideas, as they are often tied to grant money.

 

Photo from the Intertwine

Using it

Creating the space is one thing, using it is another. Look for the tools that will help your school use the campus successfully:

  • When talking to potential partners, emphasize the 4C’s of 21st Century learning:
    • collaboration
    • creativity
    • communication
    • critical thinking

Successfully redesigned schoolyards encourage all of them.

  • Provide training to your staff. Help them find the resources and lessons that tie to their curriculum goals. Most school districts will have a specialist available to help.
  • Identify agencies that offer programs for outdoor learning, and invite them (repeatedly) to your campus. Look for watershed and conservation groups, environmental education centers, local environmental professionals, and sportsmens organizations.
  • Encourage your district to hire a garden or outdoor teacher or coordinator, to works with your teaching staff to coordinate the activities and lessons that are taught outdoors. The lessons can cover all curriculum areas, as well as activities to build social skills, independent learning and team building.
  • Meet maintenance goals by creating jobs for students, classes or small groups to accomplish throughout the year. Create a shared calendar to outline the needs and then divvy up the tasks. Don’t leave it to one dedicated or passionate person….they will eventually have to move on.
  • Make it the culture of the school to embrace, use, respect and care for your whole campus. The school community spends so much time together on campus, use the entire space to your advantage and care for it as a resource.
  • Remember, your space will be used after school (programs and neighborhood use) and during the summer. Embrace the fact that a variety of users will use the space. Finding ways to welcome them will encourage others to care for it and keep an eye on things when school is not in session.

If you need ideas on how to use your campus for outdoor learning, there are lots of great guides and curriculum resources that provide engaging activities for all grade levels (early childhood, pre-K, K-12).  A few examples include:

  • The BioBlitz. No, this isn’t a game or app (check out the National Parks website). In this activity, students look for all living species on your campus. Have them document what they find and identify the species (plants, insects, mammals, birds, etc.). You can make it as simple or complex as you need to, based on the age and curriculum. Include writing, art, science and math.
  • Scavenger hunt. Have kids look for a different theme, such as all things that collect and move the rainwater (What happens to rain drops when they land on the various surfaces?); have the kids find different shapes in the natural elements on campus; etc.
  • Nature journal. Document the changing seasons on your campus. What are the colors for each season? Temperature changes? Weather patterns? Different animals?
  • Art projects. Have kids pick a couple natural elements and sketch them, using a variety of media. Compare and contrast what is different and same about each element.
  • Plant flower bulbs. Seek donations for flower bulbs and have the kids plant them in a landscape bed. Learn about the different bulbs, the depths they need to be planted, what are the types and shapes of bulbs. Have the kids develop plant markers for each type. In the spring, monitor the progress of growth for each type, have them sketch the flowers, investigate the flower shape and talk about the parts of the plant, notice if pollinators visit the plants, create a cut flower vase and share with a classroom or community group that would benefit from fresh flowers (senior living facility).

As your school starts its journey toward a more natural schoolyard, know that these projects can take years. That’s fine! The program will benefit from starting small and building upon small successes as the project grows and changes over time. Think of a protracted timeline as an opportunity to involve more kids and their families.

Lastly, stay true to your goal. Keep the vision in mind and you will be amazed at the sustaining support you will receive to keep moving forward. Every step you take is for the health and well-being of the kids. You’ll get there.

 

Here are just a few resources that you can check out online.

Children and Nature Network  Green Schoolyards for Healthy Communities – Building a National Movement for Green Schoolyards in Every Community. http://www.childrenandnature.org/wp-content/uploads/2015/03/CNN_GSY_Report2016_Final.pdf

Green Schoolyards America. Sharon Danks. http://www.greenschoolyards.org/home.html

Boston Schoolyard Initiative. http://www.schoolyards.org/projects.overview.html Active since 1995. Schoolyard and outdoor design guides, as well as planning, maintenance and stewardship resources.

Evergreen Green School Grounds. https://www.evergreen.ca/our-impact/children/greening-school-grounds/

National Wildlife Federation. Schoolyard Habitat program. http://www.nwf.org/Garden-For-Wildlife/Create/Schoolyards.aspx  Attract and support local wildlife.

#. #. #. #

Jane Tesner Kleiner is a registered landscape architect, ecologist and environmental educator with work in Michigan and Washington. She has spent the past 25 years working with schools, parks and ecological restoration organizations to create habitat, trails and play areas. She passionately advocates for outdoor spaces that inspire kids’ curiosity. She wears a few hats in the Vancouver, Washington area, and continues encouraging kids of all ages to get outside and explore. Her goal is to make sure every kid has a stick to play with.

 

 

 _______________

FOOTNOTES:

[1] Louv, R., & Lamar, M. (2016, July 07). GROUNDS FOR CHANGE: Green Schoolyards for all Children. Retrieved March 25, 2017, from http://www.childrenandnature.org/2016/07/07/grounds-for-change-green-schoolyards-for-all-children/

[2] Given a full week of school and, we hope, 8 hours of sleep.