ABSTRACT

Educating undergraduate teacher candidates to develop sustainability-based content area lesson plans calls for a transdisciplinary pedagogical approach. This chapter presents lesson planning as eco-composition, considering critical place-based and engaged pedagogies to provoke thought and action toward addressing sustainability issues. Resisting prescriptive methods of teaching and learning in favor of transformative sustainability-based pedagogies fosters a discourse of hope for striving towards a sustainably just world. Creative resources and arts-based pedagogies support teacher candidates in designing cross-disciplinary sustainability lesson plans engaging students in participatory and collaborative inquiry-based activities to achieve praxis toward enacting change.