Date of Award
3-18-2022
Document Type
Dissertation
Degree Name
Doctor of Philosophy (Ph.D.)
School Name
Annsley Frazier Thornton School of Education
Department
Education
Major Advisor
Dr. Kristin Cook
Abstract
Environmental Educators use land as the locus and content of their work. However, dominant environmental narratives often exclude Indigenous and Black perspectives on land (Bang et al., 2014; Calderon et al., 2014; Engel-Di Mauro & Carroll, 2014). To address this and other issues related to justice, equity, diversity, and inclusion (JEDI), environmental organizations nationally have called for JEDI initiatives (NAAEE, 2020), such as professional development for their employees- the majority of whom are white (Green 2.0, 2021; Taylor, 2014). Research questions for this study were: 1) How do white environmental educators perceive race and ethnicity in their work as it relates to land? and 2) How might JEDI training spur organizational change? Ten participants from a predominantly white nonprofit completed a JEDI professional development training together. Using photovoice methodology, they identified instances of bias and oppression in their workplace and proposed initiatives to their board of directors. The training revealed opportunities for organizational changes in culture, policy, and practice, with implications for educators, administrators, and policy makers who hope to affect change related to JEDI in environmental education.
Recommended Citation
Waters, Carolyn A., "Starting the Conversation: Race, Ethnicity, and Land at a Predominantly White Environmental Education Organization" (2022). Graduate Theses, Dissertations, and Capstones. 127.
https://scholarworks.bellarmine.edu/tdc/127