Edited by Sikina Jinnah, Professor, Department of Environmental Studies and Associate Director of the Center for Reimagining Leadership, Jessie Dubreuil, Associate Director for Learning, Center for Innovations in Teaching and Learning, Jody Greene, Associate Campus Provost andProfessor of Literature and Samara S. Foster, Managing Director, Center for Innovations in Teaching and Learning, University of California, Santa Cruz, US

• Contents:Foreword: Education for Transformation at the nexus of justiceand the environment xviJulian AgyemanIntroduction to Teaching Environmental Justice: Co-creatinga faculty development model 1Sikina Jinnah, Jessie Dubreuil, Jody Greene and Samara S. FosterPART I PROJECTS FOR TEACHINGENVIRONMENTAL POLITICS AND JUSTICE1 Protest music: using music to challenge (environmental)hegemony 15Kemi Fuentes-George2 Epochs of domination and liberation: expanding students’understanding of human–environment relationships in theservice of environmental justice 34David Pellow3 Rethinking sustainable development practice: Fromintervention to reparation 44Manisha Anantharaman and Jennifer Lee Tucker4 Climate justice: Fostering student public engagement 67Prakash Kashwan5 Teaching perspective in an unequal world: Negotiatingclimate change within the UN system 81Kate O’Neill and Sebastián Rubiano-Galvis6 Should solar geoengineering be used to address climatechange? An ethics bowl-inspired approach 103Sikina Jinnah and Juan Moreno-Cruz7 Power in natural resource governance projects: Powerhierarchies in the negotiation of an international petroleumcontract 121Alero Akporiaye and D. G. Webster8 Relationships, respect, and reciprocity: Approaches tolearning and teaching about Indigenous cultural burningand landscape stewardship 145Beth Rose Middleton Manning9 Harnessing humor for tough talks: Humanitarianexperiences addressing exclusion and climate risks 157Pablo Suarez10 Using contemplative practice to sustain equitableenvironmental engagement 172Elizabeth Allison11 The Global Environmental Justice Observatory: Fosteringstudents’ knowledge production, professionalization andbelonging 190Ravi Rajan and Flora LuPART II REFLECTIONS FROM THE OUTSIDE OF THE SILO12 Colonization of fire: Why biophysical sciences must teachenvironmental justice 206Crystal Kolden13 How relational learning can disrupt the scientific culturalstatus quo: Lessons from astronomy 214Kathryne J. Daniel and Enrico Ramirez-Ruiz14 Using socially engaged art to teach environmental andsocial justice 220Chessa Adsit-Morris15 Teaching feminist economics to challenge the hiddenassumptions in economics 228Juan Moreno-Cruz16 Community-engaged research in the natural sciences:Centering listening in the classroom 233Kristy Kroeker17 Teaching students how to get comfortable with theuncomfortable feeling of not knowing 240Robin Dunkin18 How online teaching and learning can support the publicmission of research universities 248Michael Tassio19 Embodying social and environmental justice learningthrough somatic and mindfulness practices 256Sapana Doshi and Tracey OsborneIndex 268

‘What an absolutely phenomenal resource! Jinnah, Dubreuil, Greene and Foster have pulled together an incredible and diverse collection of experiments, projects, practices, and reflections on teaching environmental justice. There is so much here to motivate, engage, and inspire students – and to address the injustices they face. I can’t wait to get it into the classroom.’