Climate Justice in Education
How is climate change and sustainability being taught, practiced and promoted in educational institutions across the country? To help answer that question, this issue of Our Schools/Our Selves profiles some of the work of the Sustainability Education Research Institute (SERI) at the University of Saskatchewan, and its flagship program, the Sustainability and Education Policy Network (sepn.ca). This collection is sure to be invaluable to educators and students keen to address this topic as workers, as students, as unionists, as activists, and as community members.
Attachments
[Preview] Table of Contents and Editorial
[Preview] #NoDAPL: A Movement of Nonviolent Indigenous Resistance, by Chasity Delorme
[Preview] Special Section: Sustainability in Education Policy and Practice
About the author
Erika (she/her) became Director of the National Office in 2020, but began her career at the CCPA in 1997 as director of the Education Project. Originally established to monitor corporate intrusion in public education, the project broadened its focus to include standardized testing, social justice and anti-racism education in schools, educational equity, school finance, child care and early childhood education, tuition and user fees, technology, surveillance and privacy, the arts, and community-based education. In 2000 she also became editor of Our Schools/Our Selves, the popular education journal founded in 1988. It provides commentary and analysis on a wide variety of education-related topics. Erika has a BA in History from McGill University and an MA in English (critical literary analysis) from the University of Guelph. Prior to coming to the CCPA, she worked in Washington DC researching the corporatization of childhood, and was one of the founders of UNPLUG (which became the now-defunct Center for Commercial-Free Public Education). She spends far too much time on social media.
