ABSTRACT
Chapter 2 explains how good teachers are vital to diverse student success. It describes how underregulated bias systems fail teachers and students by fracturing schools and the environment. It proposes transformative teaching to empower the profession and reform divisions with culturally responsive sustainability activities. It outlines an education paradox: The humanization goals that motivate teachers are holistic, but inequities dehumanize. It describes academic inclusion circles as a solution. It explains hands-on social-emotional academic learning unified by big-picture questions to reduce bias with non-defensive action-reflection. It relates brain science to antibias-antiracist education for unity in diversity. It defines transformative teaching with Environmental Liberation Education as an integration of multicultural, mindfulness, and environmental education into subject engagement, indoors and outdoors. It describes how transformative teachers change education spacetime by connecting classrooms, labs, meeting rooms, and projects to local and global sustainability experiences. It illustrates how education students apply Environmental Liberation Education to core content with ease and joy. It details an outdoor education program with transformative setbacks and breakthroughs. It presents two Multicultural Mindfulness Activities and one journal question: Un-biasing the Mind, Inclusive Academic Concentration, and How is Global Praxis a Verb and Environmental Humanization a Noun?
