Abstract
This article presents an ethnographic study of youth participating in a community-based ecojustice education program centered on a culturally grounded, food-based curriculum. Through the intersection of science and citizenship education, youth explored localized social and environmental inequities. Findings suggest that participants developed activist orientations and new identities through embodied, place-based learning. The study contributes to scholarship on the complexity of local-global dynamics
Keywords: Ecojustice education; food justice; place-based learning; science and citizenship education; youth activism; embodied learning; community-based curriculum; social inequity; cultural relevance; local-global dynamics
Core Idea: Transformative potential of food justice education for advancing social justice.
Link: https://doi.org/10.1080/14926156.2015.1062937
Reference: Sperling, E. & Bencze, J. L. (2015). Reimagining non-formal science education: A case of ecojustice-oriented citizenship education. Canadian Journal of Science, Mathematics and Technology Education, 15(3), 261–275. https://doi.org/10.1080/14926156.2015.1062937