Zobrazit v EDS

Why Environmental Justice Is Educational Justice

Uloženo v:
Podrobná bibliografie
Název: Why Environmental Justice Is Educational Justice
Jazyk: English
Autoři: Kristen Hengtgen, William Rodick, EdTrust
Zdroj: EdTrust. 2025.
Dostupnost: EdTrust. 1250 H Street NW Suite 700, Washington, DC 20005. Tel: 202-293-1217; Fax: 202-293-2605; Web site: https://edtrust.org/
Peer Reviewed: N
Page Count: 13
Datum vydání: 2025
Druh dokumentu: Reports - Descriptive
Descriptors: Climate, Social Bias, Disproportionate Representation, Low Income Students, Students with Disabilities, Minority Group Students, Environmental Education, At Risk Students, Pollution, At Risk Persons, Disadvantaged, Student Needs, Justice, Equal Education, Administrator Role, Social Emotional Learning, Educational Quality, STEM Education, College Readiness, Career Readiness
Abstrakt: Climate change is amplifying existing inequities that disproportionately affect students of color, students from low-income backgrounds, and students with disabilities. Addressing these inequities and educating students about climate change should be a priority, as extreme weather events -- such as flooding, extreme heat or cold, severe storms, and wildfires -- that disrupt school operations and undermine student learning are becoming more common. What's more, these students -- many of whom lack consistent access to clean air and water and safe housing -- are at greater risk of exposure to pollution that can worsen asthma and other health issues. They're increasingly and understandably anxious about the climate crisis -- as the stakes are high and they will likely bear the brunt of it -- and want to know what they can do about it. As a result of historic housing discrimination and industrial capitalism, many communities of color and those in concentrated poverty are "fenceline" communities, living on the geographic borders of industrial facilities that pose risks to their health. The people living in these communities are more likely to be exposed to man-made industrial pollutants and natural disasters. Students who reside in these communities are also more likely to attend schools with less funding and resource inequities, meaning that the policy failures that expose them to environmental harm are often compounded by systemic educational disadvantages. To make matters worse, these historic realities are being stripped from school curricula in favor of teachings that deny the reality of climate change. The authors recognize how environmental injustices can impact communities and schools and outline six principles that are crucial for advancing climate justice in education. By focusing on these principles, state and district education leaders, decision-makers, and schools can meet the needs and aspirations of students of color and students from low-income backgrounds and contribute to a more just and resilient world.
Abstractor: ERIC
Entry Date: 2025
Přístupové číslo: ED674764
Databáze: ERIC
Popis
Abstrakt:Climate change is amplifying existing inequities that disproportionately affect students of color, students from low-income backgrounds, and students with disabilities. Addressing these inequities and educating students about climate change should be a priority, as extreme weather events -- such as flooding, extreme heat or cold, severe storms, and wildfires -- that disrupt school operations and undermine student learning are becoming more common. What's more, these students -- many of whom lack consistent access to clean air and water and safe housing -- are at greater risk of exposure to pollution that can worsen asthma and other health issues. They're increasingly and understandably anxious about the climate crisis -- as the stakes are high and they will likely bear the brunt of it -- and want to know what they can do about it. As a result of historic housing discrimination and industrial capitalism, many communities of color and those in concentrated poverty are "fenceline" communities, living on the geographic borders of industrial facilities that pose risks to their health. The people living in these communities are more likely to be exposed to man-made industrial pollutants and natural disasters. Students who reside in these communities are also more likely to attend schools with less funding and resource inequities, meaning that the policy failures that expose them to environmental harm are often compounded by systemic educational disadvantages. To make matters worse, these historic realities are being stripped from school curricula in favor of teachings that deny the reality of climate change. The authors recognize how environmental injustices can impact communities and schools and outline six principles that are crucial for advancing climate justice in education. By focusing on these principles, state and district education leaders, decision-makers, and schools can meet the needs and aspirations of students of color and students from low-income backgrounds and contribute to a more just and resilient world.