Educators Pledge to Teach Climate Justice

A new CBS poll found that 48% of respondents wrongly believe that scientists disagree about the human role in climate change. They don’t. It is sad — and outrageous — that almost half the people in the United States have been influenced by media silence and climate denial propaganda in schools — from textbooks, Heartland Institute handouts, and fossil fuel company misinformation. Teachers can turn that around.

That is why we are heartened by pledges from teachers across the United States to teach about climate justice. Here is what some teachers said about why they took the pledge and/or how they plan to teach about the climate emergency.

The climate emergency threatens the farms where my students’ families work and get their food… It matters that my students, who are just starting to feel the effects of climate disaster in these ways, understand their connections to people all over the world on the front lines of the crisis.
— Bethany Hobbs
High school social studies teacher, Massachusetts

My students will be living with the consequences of climate change directly. They are living in flood-prone areas and poor neighborhoods.
— Ann Milton
High school social studies teacher, Tampa, Florida

Environmental justice is the central civil rights issue of our time.
— Jessica Potter-Bowers
High school teacher, North Carolina

I am really excited about taking The Climate Crisis Trial: A Role Play on the Roots of Global Warming and using it as a starting point for my class.
— Seth Adams
High school social studies teacher, Brooklyn, New York

The opposite of climate justice is climate apartheid… Neither of my subjects directly addresses science or climate, but the topics of ESL and History can include it indirectly.
— Keith Barger
Middle school history and ESL teacher, Jinzhou, China

Please join these teachers and sign the pledge today.



One comment on “Educators Pledge to Teach Climate Justice

  1. on

    As an educator, I failed to learn the histories of cultures other than my own and had to search for materials to teach the experiences of people of other cultures, races, and nations. Instead of teaching from a WASP perspective, I learned how to incorporate stories from many different perspectives. My travels to 32 nations of the world further widened my ways of seeing life and living. Now, with climate changes taking place worldwide, I learn and teach a much broader view. The conflicts that arise because of changes in climate create stresses of a new variety and we need to understand life in a different way. We can no longer afford to think and teach from one perspective, finding other stories opens up history and culture to a rainbow and offers rich tapestries in which to live.

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