Peloso 2008

Environmental Justice Environmental Justice Education: Education:

Empowering Students to Empowering Students to Become Environmental Become Environmental

CitizensCitizensJeanne Peloso, Ph.D.Jeanne Peloso, Ph.D.

Lehman College, CUNYLehman College, CUNY

Peloso 2008

Environmental Justice Environmental Justice EducationEducation

Environmental justice is an important Environmental justice is an important component of social justice education.component of social justice education.

While there is a need to include While there is a need to include environmental justice education in all environmental justice education in all schools, the focus of this presentation is schools, the focus of this presentation is an emphasis on urban school an emphasis on urban school environments due to the predominant environments due to the predominant instances of environmental injustice in instances of environmental injustice in urban settings. urban settings.

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Environmental Justice Environmental Justice EducationEducation

This presentation will review the history and This presentation will review the history and important concepts of the environmental important concepts of the environmental justice movement. justice movement.

The power of the environmental justice The power of the environmental justice movement lies in grassroots neighborhood movement lies in grassroots neighborhood organizations that have worked for change. organizations that have worked for change. Therefore, a focus of this work is Therefore, a focus of this work is empowering individuals in urban empowering individuals in urban environments to build communities that environments to build communities that stand for environmental justice. stand for environmental justice.

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Environmental JusticeEnvironmental Justice

The United States Environmental The United States Environmental Protection Agency (2007) defines Protection Agency (2007) defines environmental justice as “fair treatment environmental justice as “fair treatment and meaningful involvement of all and meaningful involvement of all people regardless of race, color, national people regardless of race, color, national origin, culture, education, or income origin, culture, education, or income with respect to the development, with respect to the development, implementation, and enforcement of implementation, and enforcement of environmental laws, regulations, and environmental laws, regulations, and policies” (para. 1). policies” (para. 1).

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Environmental JusticeEnvironmental Justice

Environment is understood to Environment is understood to encompass “where we live, work encompass “where we live, work play, worship, and go to school as play, worship, and go to school as well as the physical and natural well as the physical and natural world” (Bullard, 2005, p. 2). world” (Bullard, 2005, p. 2).

Peloso 2008

Environmental JusticeEnvironmental Justice

While traditional environmental education While traditional environmental education programs give “people a deeper programs give “people a deeper understanding of the environment, understanding of the environment, inspiring them to take personal inspiring them to take personal responsibility for its preservation and responsibility for its preservation and restoration” (Environmental Protection restoration” (Environmental Protection Agency, 2007b, para. 1), environmental Agency, 2007b, para. 1), environmental justice education fosters a critical justice education fosters a critical understanding of the environment within understanding of the environment within the context of human political and social the context of human political and social actions. actions.

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Brief HistoryBrief History

The first national study on environmental The first national study on environmental racism was published by the United Church of racism was published by the United Church of Christ’s Commission for Racial Justice in 1987 Christ’s Commission for Racial Justice in 1987 titled: “Toxic Wastes and Race in the United titled: “Toxic Wastes and Race in the United States.” The study provided data that matched States.” The study provided data that matched waste facility sites to demographics waste facility sites to demographics demonstrating a strong pattern of demonstrating a strong pattern of environmental racism. Environmental racism environmental racism. Environmental racism “refers to any policy, practice, or directive that “refers to any policy, practice, or directive that differentially affects or disadvantages (whether differentially affects or disadvantages (whether intended or unintended) individuals, groups, or intended or unintended) individuals, groups, or communities because of their race or color” communities because of their race or color” (Bullard, 2005, p. 32). (Bullard, 2005, p. 32).

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Brief HistoryBrief History For some time the focus in the field centered on the For some time the focus in the field centered on the

impact of environmental injustice on health in the impact of environmental injustice on health in the United States (Bullard, 2005). However, with the United States (Bullard, 2005). However, with the strong presence of community-based grassroots strong presence of community-based grassroots change, environmental justice has broadened to change, environmental justice has broadened to include “benefits and amenities. For example, the include “benefits and amenities. For example, the themes of open space and waterfront access, themes of open space and waterfront access, environmental benefits that historically have been environmental benefits that historically have been withheld from communities of color …” (Bullard, withheld from communities of color …” (Bullard, 2005, p. xvi). 2005, p. xvi).

In 2007, West Harlem will see the results of the In 2007, West Harlem will see the results of the transformation of 42 acres into a waterfront park. transformation of 42 acres into a waterfront park. This resulted from a strong community-based This resulted from a strong community-based planning process supported by the West Harlem planning process supported by the West Harlem Environmental Action, Inc. (WE ACT). Environmental Action, Inc. (WE ACT).

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Brief HistoryBrief History The First National People of Color The First National People of Color

Environmental Leadership Summit was held in Environmental Leadership Summit was held in October of 1991. The assembled group October of 1991. The assembled group established The Seventeen Principles of established The Seventeen Principles of Environmental Justice and introduced an Environmental Justice and introduced an important aspect of social justice to an important aspect of social justice to an international audience. These principles call international audience. These principles call people to “begin to build a national and people to “begin to build a national and international movement of all peoples of color international movement of all peoples of color to fight the destruction and taking of our lands to fight the destruction and taking of our lands and communities, [and to] re-establish our and communities, [and to] re-establish our spiritual interdependence to the sacredness of spiritual interdependence to the sacredness of our Mother Earth …” (First National People of our Mother Earth …” (First National People of Color Environmental Summit, 1991, para. 1). Color Environmental Summit, 1991, para. 1).

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Brief HistoryBrief History The Second National People of Color The Second National People of Color

Environmental Leadership Summit was Environmental Leadership Summit was held in October of 2002 and focused on held in October of 2002 and focused on solidifying the points of 1991 as well as solidifying the points of 1991 as well as building structured connections between building structured connections between local, grassroots environmental justice local, grassroots environmental justice community groups and larger mainstream community groups and larger mainstream organizations. This summit highlighted organizations. This summit highlighted the fact that the environmental justice the fact that the environmental justice movement has grown through local movement has grown through local community determination.community determination.

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Embodied Scientific Embodied Scientific LiteracyLiteracy

Educators have a unique role instilling a Educators have a unique role instilling a sense of environmental justice in their sense of environmental justice in their students. By empowering youth who live in students. By empowering youth who live in areas of injustice, the seeds can be sown to areas of injustice, the seeds can be sown to develop strong communities of resistance and develop strong communities of resistance and planning.planning.

One objective in educating children in the One objective in educating children in the school system should be to empower them to school system should be to empower them to understand and exercise their own individual understand and exercise their own individual rights. Concepts of environmental justice rights. Concepts of environmental justice must be incorporated into each curriculum must be incorporated into each curriculum and embedded into scientific literacy in the and embedded into scientific literacy in the schools.schools.

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Embodied Scientific Embodied Scientific LiteracyLiteracy

We have to educate young people that it is We have to educate young people that it is their right to have access to open space, green their right to have access to open space, green space, parks, outdoors, as opposed to people space, parks, outdoors, as opposed to people thinking that they’re supposed to be living in thinking that they’re supposed to be living in an area where the only park is a basketball an area where the only park is a basketball court with no net…and we have to provide court with no net…and we have to provide funds to make sure that we get them early on funds to make sure that we get them early on and taken them on field trips, take them to a and taken them on field trips, take them to a wilderness area, a refuge, a reserve, to a park – wilderness area, a refuge, a reserve, to a park – a real park and to integrate this information a real park and to integrate this information into our curriculum (Bullard, as quoted in into our curriculum (Bullard, as quoted in Schweizer, 1999, para. 16).Schweizer, 1999, para. 16).

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Embodied Scientific Embodied Scientific LiteracyLiteracy

Scientific literacy is the “knowledge and Scientific literacy is the “knowledge and understanding of scientific concepts and understanding of scientific concepts and processes required for personal decision-processes required for personal decision-making, participation in civic and cultural making, participation in civic and cultural affairs, and economic productivity" affairs, and economic productivity" (National Academy of Sciences, 2007, (National Academy of Sciences, 2007, para. 14). As scientific literacy research para. 14). As scientific literacy research evolves, there needs to be a focus on the evolves, there needs to be a focus on the living literacy of developing human living literacy of developing human beings (Neilsen, 1998). beings (Neilsen, 1998).

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Embodied Scientific Embodied Scientific LiteracyLiteracy

This approach requires researchers to investigate This approach requires researchers to investigate the lived literacies of individuals, including social the lived literacies of individuals, including social context, to develop an effective pedagogy.context, to develop an effective pedagogy. Inherent Inherent in this notion is embodied literacy, a type of in this notion is embodied literacy, a type of corporeal knowing that allows learners to integrate corporeal knowing that allows learners to integrate reading and writing in a profound way reading and writing in a profound way ((Fleckenstein, 2003)Fleckenstein, 2003). .

Environmental justice education in urban schools Environmental justice education in urban schools must address the local issues of injustice that must address the local issues of injustice that surround the school, and in many cases include the surround the school, and in many cases include the school building. By tapping into the living literacy school building. By tapping into the living literacy of the students through experiential education, of the students through experiential education, abstract notions of environmental justice become abstract notions of environmental justice become integrated into their lived experiences.integrated into their lived experiences.

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Organic FoodOrganic Food

There are several engaging models There are several engaging models of environmental justice education of environmental justice education programs that illustrate ways of programs that illustrate ways of engendering scientific literacy and engendering scientific literacy and environmental empowerment. Two environmental empowerment. Two models that have emerged from the models that have emerged from the “organic foods” movement are: The “organic foods” movement are: The Edible Schoolyard Project and The Edible Schoolyard Project and The Urban Nutrition Initiative. Urban Nutrition Initiative.

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Organic FoodOrganic Food The organic food business has grown into a $15 The organic food business has grown into a $15

billion industry in the United States. Organic billion industry in the United States. Organic food is defined by the United States Department food is defined by the United States Department of Agriculture as food produced by farmers who of Agriculture as food produced by farmers who emphasize the use of renewable resources and emphasize the use of renewable resources and the conservation of soil and water to enhance the conservation of soil and water to enhance environmental quality for future generations.  environmental quality for future generations.  Organic meat, poultry, eggs, and dairy products Organic meat, poultry, eggs, and dairy products come from animals that are given no antibiotics come from animals that are given no antibiotics or growth hormones.  Organic food is produced or growth hormones.  Organic food is produced without using most conventional pesticides; without using most conventional pesticides; fertilizers made with synthetic ingredients or fertilizers made with synthetic ingredients or sewage sludge; bioengineering; or ionizing sewage sludge; bioengineering; or ionizing radiation (2007, para. 1). radiation (2007, para. 1).

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Organic FoodOrganic Food

Throughout human agricultural history, Throughout human agricultural history, food was always “organic” until the food was always “organic” until the advent of modern agricultural techniques advent of modern agricultural techniques that incorporated artificial chemicals and that incorporated artificial chemicals and intensive farming methods. The move to intensive farming methods. The move to protect organic food through legal means protect organic food through legal means began in the 1970s and was fueled by began in the 1970s and was fueled by the concern of small local farms that the concern of small local farms that wanted to protect their product from wanted to protect their product from being exposed to toxic processes. being exposed to toxic processes.

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Sustainable FoodSustainable Food

The real emphasis among The real emphasis among environmentalists is not only organic environmentalists is not only organic farming but also the concept that farming but also the concept that advocates sustainable food. advocates sustainable food. Sustainable agriculture is a method Sustainable agriculture is a method that emphasizes locally grown food that emphasizes locally grown food using seasonally sensitive planting using seasonally sensitive planting and ecologically sound methods. and ecologically sound methods.

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Sustainable FoodSustainable Food

The three main goals of sustainable The three main goals of sustainable agriculture are: environmental health, agriculture are: environmental health, economic profitability, and social and economic profitability, and social and economic equality (University of California economic equality (University of California Sustainable Agricultural Research and Sustainable Agricultural Research and Education Program UCSAREP, 2007). It is a Education Program UCSAREP, 2007). It is a concept of growing food that is healthy for concept of growing food that is healthy for consumers, animals, and in a manner that consumers, animals, and in a manner that does not harm the environment. Additionally, does not harm the environment. Additionally, the call for sustainable farming protects the the call for sustainable farming protects the workers and supports rural communities.workers and supports rural communities.

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StewardshipStewardship

““[s]tewardship of human resources includes [s]tewardship of human resources includes consideration of social responsibilities such as consideration of social responsibilities such as working and living conditions of laborers, the working and living conditions of laborers, the needs of rural communities, and consumer needs of rural communities, and consumer health and safety both in the present and the health and safety both in the present and the future. Stewardship of land and natural future. Stewardship of land and natural resources involves maintaining or enhancing resources involves maintaining or enhancing this vital resource base for the long term” this vital resource base for the long term” (UCSAREP, 2007, para. 6). This stewardship of (UCSAREP, 2007, para. 6). This stewardship of the earth, both locally and globally, needs to be the earth, both locally and globally, needs to be integrated into standards of scientific literacy. integrated into standards of scientific literacy.

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Edible SchoolyardEdible Schoolyard The Edible Schoolyard Project is an The Edible Schoolyard Project is an

internationally recognized program focusing internationally recognized program focusing on the concept of sustainable farming and on the concept of sustainable farming and embodied scientific literacy. embodied scientific literacy.

The project is located in Berkeley, California The project is located in Berkeley, California and was envisioned by a chef named Alice and was envisioned by a chef named Alice Waters in 1994. Waters’ Edible Schoolyard Waters in 1994. Waters’ Edible Schoolyard demonstrates the necessity of partnership demonstrates the necessity of partnership between the community and local schools. between the community and local schools.

Waters formed a partnership with the school Waters formed a partnership with the school to transfer one acre of blacktop into the to transfer one acre of blacktop into the Edible Schoolyard project. Today the Edible Edible Schoolyard project. Today the Edible Schoolyard includes a state-of-the-art kitchen Schoolyard includes a state-of-the-art kitchen and garden.and garden.

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Edible SchoolyardEdible Schoolyard Being responsible to one's self cannot be Being responsible to one's self cannot be

separated from being responsible to the planet. I separated from being responsible to the planet. I know of no better way to get this lesson across know of no better way to get this lesson across than through a school curriculum in which food than through a school curriculum in which food takes its place at the core level. From the takes its place at the core level. From the garden, and the kitchen, and the table, you learn garden, and the kitchen, and the table, you learn empathy–for each other and for all of creation; empathy–for each other and for all of creation; you learn compassion; and you learn patience you learn compassion; and you learn patience and self-discipline. A curriculum that teaches and self-discipline. A curriculum that teaches these lessons gives children an orientation to the these lessons gives children an orientation to the future–and it can give them hope (Waters, 1997, future–and it can give them hope (Waters, 1997, para. 12). para. 12).

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Edible SchoolyardEdible Schoolyard Findings from a two-year study on the Findings from a two-year study on the

Edible Schoolyard curriculum offer Edible Schoolyard curriculum offer significant insights. Compared to a significant insights. Compared to a control group, the students involved in control group, the students involved in the Edible Schoolyard Project reflected the Edible Schoolyard Project reflected overall increases in grade point average overall increases in grade point average as well as higher grades in math and as well as higher grades in math and science. The students also demonstrated science. The students also demonstrated a greater understanding of garden cycles a greater understanding of garden cycles and overall ecological literacy as and overall ecological literacy as compared to the control students. compared to the control students.

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Edible SchoolyardEdible Schoolyard Additionally, teachers and administrators Additionally, teachers and administrators

noted that the psychosocial adjustment of noted that the psychosocial adjustment of the students improved significantly as the students improved significantly as compared to the control group. Perhaps compared to the control group. Perhaps the most important finding, however, was the most important finding, however, was that the students who raised their that the students who raised their ecoliteracy scores also had changed their ecoliteracy scores also had changed their diets by including more servings of fruits diets by including more servings of fruits and vegetables as compared to the control and vegetables as compared to the control group (Center for Ecoliteracy, 2003). This group (Center for Ecoliteracy, 2003). This truly exemplifies embodied literacy.truly exemplifies embodied literacy.

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The Urban Nutrition The Urban Nutrition IniativeIniative

Another collaborative effort, the Urban Another collaborative effort, the Urban Nutrition Initiative (UNI), has integrated the Nutrition Initiative (UNI), has integrated the resources of the University of Pennsylvania resources of the University of Pennsylvania with the local schools in West Philadelphia. with the local schools in West Philadelphia. The goal of UNI has been to create a The goal of UNI has been to create a curriculum that “engages students as agents of curriculum that “engages students as agents of school and community health improvement…school and community health improvement…[and to] work with university faculty, students, [and to] work with university faculty, students, public school teachers and community public school teachers and community residents to realize schools as centers of residents to realize schools as centers of community health promotion” (2007, para. 2). community health promotion” (2007, para. 2).

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The Urban Nutrition The Urban Nutrition IniativeIniative

UNI offers a variety of solutions to engage UNI offers a variety of solutions to engage urban youth in this embodied, experiential urban youth in this embodied, experiential learning. UNI emphasizes the development of learning. UNI emphasizes the development of school gardens and fosters a philosophy that by school gardens and fosters a philosophy that by increasing the aesthetic beauty of the school, increasing the aesthetic beauty of the school, the students improve the quality of communal the students improve the quality of communal life. life.

Food harvested from the school gardens is sold Food harvested from the school gardens is sold in fruit stands and farmer’s markets endorsed in fruit stands and farmer’s markets endorsed by UNI. The process of maintaining the fruit by UNI. The process of maintaining the fruit stands and farmer’s markets encourages stands and farmer’s markets encourages students to integrate their problem-solving skills students to integrate their problem-solving skills to develop entrepreneurial leadership. to develop entrepreneurial leadership.

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The Urban Nutrition The Urban Nutrition IniativeIniative

UNI also encourages participation by the UNI also encourages participation by the undergraduate and graduate students at the undergraduate and graduate students at the University of Pennsylvania. Service learning University of Pennsylvania. Service learning is a method of instruction that integrates the is a method of instruction that integrates the academic curriculum with community service academic curriculum with community service and is an example of experiential education and is an example of experiential education for post-K-12 students. UNI brings the for post-K-12 students. UNI brings the students from the University of Pennsylvania students from the University of Pennsylvania to the West Philadelphia schools. Not only are to the West Philadelphia schools. Not only are the urban youth learning from the experiential the urban youth learning from the experiential environmental learning, but the university environmental learning, but the university students are also immersed in environmental students are also immersed in environmental and social justice issues found in the urban and social justice issues found in the urban environments surrounding their campus. environments surrounding their campus.

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AsthmaAsthma

Another model environmental program came Another model environmental program came out of the fight against asthma-related out of the fight against asthma-related pollutants in urban areas, in this instance the pollutants in urban areas, in this instance the Bronx, New York. The borough of the Bronx Bronx, New York. The borough of the Bronx contains the most ethnically diverse (86% of contains the most ethnically diverse (86% of individuals labeled as minority), educationally individuals labeled as minority), educationally deprived (38% without a high school diploma) deprived (38% without a high school diploma) and socially-economic diverse population and socially-economic diverse population (31% of people live below the federal poverty (31% of people live below the federal poverty level) in New York City (Maantay, 2007; level) in New York City (Maantay, 2007; United States Bureau of the Census, 2000). United States Bureau of the Census, 2000).

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AsthmaAsthma One of the escalating problems for One of the escalating problems for

children growing up in the Bronx is the children growing up in the Bronx is the high rate of asthma. According to the New high rate of asthma. According to the New York City Department of Health, the York City Department of Health, the hospitalization rate for children in the hospitalization rate for children in the Bronx was the highest of the five boroughs Bronx was the highest of the five boroughs of New York City in 2005 (Maantay, 2007; of New York City in 2005 (Maantay, 2007; New York City Department of Health, New York City Department of Health, 2007). This is certainly an environmental 2007). This is certainly an environmental justice issue that impacts the life of a justice issue that impacts the life of a teacher working in the Bronx schools. teacher working in the Bronx schools.

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AsthmaAsthma

Lehman College is located in the Bronx, Lehman College is located in the Bronx, New York. A major mission of the New York. A major mission of the Lehman Urban Teacher and Counselor Lehman Urban Teacher and Counselor Education Conceptual Framework (LUTE) Education Conceptual Framework (LUTE) is to prepare our pre-service teachers and is to prepare our pre-service teachers and counselors to work in the diverse setting counselors to work in the diverse setting of the Bronx. The challenge of our of the Bronx. The challenge of our teacher preparation programs is to teacher preparation programs is to empower pre-service teachers to succeed empower pre-service teachers to succeed in this urban environment. in this urban environment.

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AsthmaAsthma Maantay (2001, 2002, 2007) utilizes Maantay (2001, 2002, 2007) utilizes

Geographic Information Systems to determine Geographic Information Systems to determine the spatial correspondence between asthma the spatial correspondence between asthma and air pollution in the Bronx, New York. and air pollution in the Bronx, New York. Maantay (2007) has studied the relationship Maantay (2007) has studied the relationship between asthma-related hospitalizations and between asthma-related hospitalizations and the proximity to traffic roadways and sources the proximity to traffic roadways and sources of air pollution. She discovered that “people of air pollution. She discovered that “people living near (within specified distance buffers) living near (within specified distance buffers) noxious land uses were up to 66 percent more noxious land uses were up to 66 percent more likely to be hospitalized for asthma, and were likely to be hospitalized for asthma, and were 30 percent more likely to be poor and 13 30 percent more likely to be poor and 13 percent more likely to be a minority than those percent more likely to be a minority than those outside the buffers” (Maantay, 2007, p. 32). outside the buffers” (Maantay, 2007, p. 32).

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Lead PoisoningLead Poisoning

The Centers for Disease Control and The Centers for Disease Control and Prevention’s (CDC) lead poisoning Prevention’s (CDC) lead poisoning statistics show that “astatistics show that “approximately pproximately 310,000 U.S. children aged 1-5 years have 310,000 U.S. children aged 1-5 years have blood lead levels greater than 10 blood lead levels greater than 10 micrograms of lead per deciliter of blood” micrograms of lead per deciliter of blood” (2007, para. 1). (2007, para. 1). The CDC acknowledges The CDC acknowledges that lead poisoning causes permanent that lead poisoning causes permanent neurologic, developmental, and behavioral neurologic, developmental, and behavioral disorders, particularly in children. disorders, particularly in children.

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Lead PoisoningLead Poisoning

Regulations in the United States require the Regulations in the United States require the identification and removal of lead over the identification and removal of lead over the past several decades and this has reduced he past several decades and this has reduced he percentage of lead poisoned children in the percentage of lead poisoned children in the United States. United States. The Lead Contamination The Lead Contamination Control Act of 1988 initiated efforts to Control Act of 1988 initiated efforts to eliminate childhood lead poisoning in the eliminate childhood lead poisoning in the United States. The CDC’s current Childhood United States. The CDC’s current Childhood Lead Poisoning Prevention Program is Lead Poisoning Prevention Program is committed to the goal of eliminating elevated committed to the goal of eliminating elevated blood lead levels in children by 2010. blood lead levels in children by 2010.

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Lead PoisoningLead Poisoning As laws were enacted and enforced, there As laws were enacted and enforced, there

has been a drop in lead poisoning in has been a drop in lead poisoning in children across the United States except, children across the United States except, to a lesser degree, in minority children to a lesser degree, in minority children living in urban centers (living in urban centers (Macey, Her, Macey, Her, Reibling, & Ericson, 2001). Reibling, & Ericson, 2001). Traditionally, Traditionally, the focus of lead poisoning education the focus of lead poisoning education centers on exposure to lead paint. centers on exposure to lead paint. However, recent research demonstrates However, recent research demonstrates that this may not be the main cause of lead that this may not be the main cause of lead poisoning in the current urban poisoning in the current urban environment. environment.

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Lead PoisoningLead Poisoning A study conducted in 2005 by a group of researchers A study conducted in 2005 by a group of researchers

from Indiana University-Purdue University from Indiana University-Purdue University Indianapolis, Xavier University of Louisiana and SUNY Indianapolis, Xavier University of Louisiana and SUNY College of Environmental Science and Forestry (ESF) College of Environmental Science and Forestry (ESF) has discovered that lead-enriched dust may be the has discovered that lead-enriched dust may be the primary cause of lead poisoning among urban children primary cause of lead poisoning among urban children (Laidlaw, Mielke, Filippelli, Johnson, & Gonzales, (Laidlaw, Mielke, Filippelli, Johnson, & Gonzales, 2005). The team of researchers discovered that the 2005). The team of researchers discovered that the top inches of urban soil contain a significant amount of top inches of urban soil contain a significant amount of accumulated lead. This soil can be redistributed accumulated lead. This soil can be redistributed during dry and windy weather conditions, which also during dry and windy weather conditions, which also explains the fluctuations of lead levels in the blood explains the fluctuations of lead levels in the blood especially during the summer months. Therefore, especially during the summer months. Therefore, children in high population and transportation areas children in high population and transportation areas where the soil tested high for lead values were more where the soil tested high for lead values were more apt to have higher levels of lead in their blood (Laidlaw apt to have higher levels of lead in their blood (Laidlaw et al., 2005). et al., 2005).

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Lead PoisoningLead Poisoning Simpson (2007) details a sixteen-week Simpson (2007) details a sixteen-week

project, The Codman Square Lead project, The Codman Square Lead Initiative, that empowers high school Initiative, that empowers high school students to evaluate the soil in their own students to evaluate the soil in their own urban neighborhood. The impetus for the urban neighborhood. The impetus for the project occurred with the presence of lead project occurred with the presence of lead contaminated soil surrounding the high contaminated soil surrounding the high school in Dorchester, Massachusetts. The school in Dorchester, Massachusetts. The tenth grade students researched the tenth grade students researched the history of lead and the impact of lead history of lead and the impact of lead poisoning on human development. poisoning on human development.

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Lead PoisoningLead Poisoning

The students collected soil samples from the The students collected soil samples from the Codman Square neighborhood and Codman Square neighborhood and submitted the samples for testing at the submitted the samples for testing at the Environmental Protection Agency Lab in Environmental Protection Agency Lab in Lexington, Massachusetts. In response to Lexington, Massachusetts. In response to the detailed lab results, the students were the detailed lab results, the students were then required to disseminate the information then required to disseminate the information to their local neighborhood. Finally, they to their local neighborhood. Finally, they traveled to the Massachusetts State House traveled to the Massachusetts State House to meet with government representatives to meet with government representatives and voice their concern about their findings. and voice their concern about their findings.

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Lead PoisoningLead Poisoning The Codman Square Lead Initiative allowed the The Codman Square Lead Initiative allowed the

students to become agents of change in their students to become agents of change in their neighborhood. Embodied with the scientific neighborhood. Embodied with the scientific literacy surrounding lead poisoning, the students literacy surrounding lead poisoning, the students were able to collect and evaluate the evidence of were able to collect and evaluate the evidence of lead in the soil samples. After attaining this lead in the soil samples. After attaining this knowledge, the students were empowered to knowledge, the students were empowered to alert members of the community about the alert members of the community about the environmental danger. Finally, by traveling to environmental danger. Finally, by traveling to their elected representatives with their findings their elected representatives with their findings the students were activists for social and the students were activists for social and environmental justice in their neighborhood. environmental justice in their neighborhood. These students were empowered to form an These students were empowered to form an environmental citizenry with an educated voice.environmental citizenry with an educated voice.

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ConclusionsConclusions

The responsibility for the physical The responsibility for the physical deterioration of this school, and so many deterioration of this school, and so many like it, lies not with the brave and like it, lies not with the brave and underpaid teachers and administrators. Not underpaid teachers and administrators. Not at all. I learned that it was my at all. I learned that it was my responsibility, as part of a larger society responsibility, as part of a larger society that pays lip service to education, but has that pays lip service to education, but has not been willing to make it a national not been willing to make it a national priority that every child is taught as well as priority that every child is taught as well as every other child (Waters, 1997, para. 6).every other child (Waters, 1997, para. 6).

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ConclusionsConclusions The solution to environmental injustice is not a The solution to environmental injustice is not a

continual relocation of toxic wastes and pollution continual relocation of toxic wastes and pollution to different neighborhoods of our planet. The to different neighborhoods of our planet. The real call from the environmental justice real call from the environmental justice educators is to re-examine the impact on our educators is to re-examine the impact on our urban environments that have emerged in the urban environments that have emerged in the face of “modernization” and to reclaim the earth face of “modernization” and to reclaim the earth below. We need to do this by educating our very below. We need to do this by educating our very young children what it means to be stewards of young children what it means to be stewards of the earth and to stand for environmental justice. the earth and to stand for environmental justice. We ensure a future community rooted in We ensure a future community rooted in environmental citizenry by empowering our environmental citizenry by empowering our urban youth with the ability to engage in the urban youth with the ability to engage in the inquiry of environmental justice.inquiry of environmental justice.

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CitationCitation

http://www.urbanedjournal.org/comhttp://www.urbanedjournal.org/commentaries/comment0020.htmlmentaries/comment0020.html

All references may be found in the All references may be found in the reference section at this link.reference section at this link.

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Contact InformationContact Information Dr. Jeanne PelosoDr. Jeanne Peloso

Assistant ProfessorAssistant ProfessorEarly Childhood and Childhood EducationEarly Childhood and Childhood EducationCarman Hall B-32Carman Hall B-32Lehman College, CUNYLehman College, CUNY250 Bedford Park Boulevard West250 Bedford Park Boulevard WestBronx, NY 10468Bronx, NY 10468Tel: 718-960-5169Tel: 718-960-5169Fax: 718-960-7872Fax: 718-960-7872e-mail: jeanne.peloso@lehman.cuny.edue-mail: jeanne.peloso@lehman.cuny.edu