Abstract
Our planet is facing many environmental challenges, including climate change, loss of biodiversity and habitat, and pollution, while many of our populations are also experiencing marginalization due to poverty, race, gender, language, ability, and environmental injustices. Environmental hazards and policies often impact those in society who are most at-risk, creating a need for an environmental education (EE) movement that encourages students to challenge and regain control of a system that impacts them. Teachers can implement a reflection tool known as the SALAMANDER Collective Well-Being in Response to Bioindicators of Socioenvironmental Justice Framework to prompt students and other educators to place themselves on the framework after reflecting on their socioenvironmental well-being. The SALAMANDER Framework is grounded in land theory and youth participatory action research (YPAR) and has the potential to facilitate spaces for youth to empower themselves as they work to solve the environmental and political problems within their communities.
Recommended Citation
Arens, R.
, Martinez, R.
(2023).
Land Education and Young People Working Toward SALAMANDER: Collective Well-Being in Response to Bioindicators of Socioenvironmental Justice.
Democracy and Education,
31
(2), Article 1.
Available at:
https://democracyeducationjournal.org/home/vol31/iss2/1
Included in
Curriculum and Social Inquiry Commons, Environmental Education Commons, Social Justice Commons, Sustainability Commons