Abstract
This article explores how teaching practices can support the development of ecological citizenship by fostering social agency and ecoliteracy in both teachers and students. Drawing on experiences in place-based education, climate justice, and democratic citizenship, the authors argue that these skills are essential for co-creating regenerative futures. The article shares tools and approaches used to cultivate ecological citizenship in preservice teachers and children, emphasizing its relevance in education for a warming planet.
Keywords: Capacity building; citizenship; citizenship education; climate change; colonialism; environmental education; Indigenous knowledge; multiple literacies; preservice teacher education; social action; sustainability; teaching methods
Core Idea: Reflections from experiences of the educators and researchers invested in place-based education, sustainability, climate justice research, democracy, and citizenship education.
Reference: Tolbert, S., Mackey, G., Manning, R., Hayward, B., & Carter, H.-S. (2020). Social agency and ecoliteracy: Seeds of change for teacher education in uncertain climate futures. Set: Research Information for Teachers, 3, 54–60. https://doi.org/10.18296/set.0187