ABSTRACT
This chapter provides a discussion of climate change pedagogy from an environmental justice approach, specifically through consideration of what I call bivalent environmental justice (Figueroa 2001).This approach has evolved since my first environmental justice course in 2005. Over twenty years of combining research and pedagogy, always tracking the evolution of climate change discourses, my most recent arrangement of course material is explicitly designed to develop understandings of environmental justice that will later bear on the broader context of climate change. This chapter follows the trend of my current course, “Worldviews and Environmental Values,” at Oregon State University. In Part I, I introduce the main features of bivalent environmental justice that carry through the course. Part II, explores these main features, specifically environmental identity and environmental heritage, with a focus on the pedagogy of climate change. Part III, shifts these discussions to Anthropocene discourse, considering pedagogical implications of environmental despair, along the way. This chapter progresses with environmental justice encompassing a vital thread through descriptions of course literature and topics.
