Abstract
Many students find environmental justice to be emotionally overwhelming and/or politically alienating, and there is currently little work that provides instructors with effective techniques for addressing these types of challenges. In this paper, upon situating the environmental studies classroom and the broader undergraduate experience in sociohistorical context, we identify four sequential strategies for engaging and empowering students on environmental justice issues. First, instructors can facilitate an open and honest dialogue by strategically framing course content for the unique composition of the audience, sharing their own racialized experiences (or working with a guest speaker who would be willing to do so), and using interactive assignments to encourage student participation. Second, social theory can be presented to students as complimentary (rather than competing) ideas which can be used for creative, real-world problem solving. Third, instructors and students can cultivate empathy by acknowledging different standpoints, particularly those that have been historically marginalized. Lastly, by working in partnerships with community-based organizations, instructors and students can think and work beyond hero/savior and perpetrator/victim narratives. These strategies are not intended as a set of silver bullets, but rather as a series of potential starting points that are informed by recent scholarship on these topics.