Teaching Sustainability and Environmental Justice in Undergraduate Chemistry Courses

Autor/inn/en	Aoki, Emily; Rastede, Elizabeth; Gupta, Anisha
Titel	Teaching Sustainability and Environmental Justice in Undergraduate Chemistry Courses
Quelle	In: Journal of Chemical Education, 99 (2022) 1, S.283-290 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gupta, Anisha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c00412
Schlagwörter	Chemistry; College Science; Science Instruction; Undergraduate Study; Social Justice; Conservation (Environment); Racial Bias; Social Bias; Diversity; Inclusion; Student Projects; Problem Based Learning; Sustainability; Social Problems; Interdisciplinary Approach; Ethics + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Grundstudium; Soziale Gerechtigkeit; Conservation; Environment; Konservierung; Bewahung; Umwelt; Racial discrimination; Rassismus; Inklusion; Schulprojekt; Problem-based learning; Problemorientiertes Lernen; Nachhaltigkeit; Social problem; Soziales Problem; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Ethik
Abstract	This article examines the intersection of environmental justice and undergraduate chemistry education through a review of existing publications that highlight successful strategies for chemistry educators interested in incorporating environmental justice into their classrooms. It emphasizes the key roles of racial and social justice in the Environmental Justice movement and their connection to the shift toward diversity, equity, inclusion, and respect in chemistry education today. Five co-operative educational strategies are exemplified through established project- and problem-based learning examples, which include class-level as well as department and community-level projects. These projects demonstrate how powerful chemical content knowledge, socio-philosophical framing, eco-reflexivity, sustainable schooling and living, and student experience and engagement can all contribute to the successful teaching of environmental justice in chemistry. On the basis of its interdisciplinary nature, incorporating environmental justice involves providing the opportunity for students to develop their social agency and holding space and respect for those who have different cultural identities and/or come from historically marginalized backgrounds. The enrichment of existing chemistry curriculum through topics of environmental justice contributes to the achievement of the overall goal to graduate responsible, ethical, and compassionate members of the community from educational institutions. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01