Abstract
English language arts (ELA) teachers can “teach for the climate” by prioritizing stories, knowledge, and practices that will benefit children as they navigate a changing climate and communities, and by creating opportunities for children to build knowledge, imaginaries, and actions that can address the climate crisis. In ELA teaching there is a recognition of the imperative of a social justice lens, which prioritizes culturally sustaining, humanizing, and loving ways for children to come to know and critically act in the world. A first step is recognition that they are inseparable in the midst of the climate crisis and that ELA teachers’ experience and knowledge of prioritizing social justice can support the immediate need to confront socioecological injustice.
Keywords: English Language Arts (ELA) Teaching for the climate Climate-focused literacy Climate narratives Imagination and action Social justice pedagogy Culturally sustaining teaching Humanizing educational practices Socioecological justice Integrating climate and justice Children’s agency Critical engagement Climate crisis education Interdisciplinary climate teaching
Core Idea: Integrating Climate Justice into ELA Through Culturally Sustaining and Humanizing Pedagogie
Reference: A Dispatch from the Climate Crisis: The Imperative of English Language Arts Teaching for Our Socioecological Futures by Panos, Alexandra Language arts, 03/2025, Volume 102, Issue 4 Panos thought of a series put out by her adopted home state of Florida’s only environmental justice–focused news outlet (The Marjorie) ti… Journal Article: Full Text Online