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Drawing on theoretical and practical contributions from the food justice movement, the article proposes concepts and pedagogies suited to complex socioecological relationships and justice issues, especially within urban settings.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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does the article claim mainstream environmental education is insufficient for urban contexts?","Question",{"text":62,"@type":63},"It argues mainstream environmental education lacks critical engagement with urban experiences and often treats the urban as a passive setting rather than an active component shaping learning.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What three explanations does the article propose for the environmental education-urban gap?",{"text":67,"@type":63},"It highlights environmental education’s historical association with wilderness, its common implementation through lecture-based classroom science, and its limited attention to race, culture, politics, and economics.",{"name":69,"@type":60,"acceptedAnswer":70},"How does the food justice movement help advance urban environmental education?",{"text":71,"@type":63},"The article suggests food justice offers theoretical and practical spheres that can support concepts and pedagogies engaging complex 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Lynn Crosley, University of Miami, United States  \nAbstract  \nAs cities and urban areas increasingly become the locus for contemporary society, there is a growing necessity for environmental education to adapt to meet the challenges and needs of an urbanized world. A key part of this adaptation means acknowledging the nuanced legacy of environmental and social injustices involved in the growth and development of urban spaces. While there have been advances toward these ends, I argue that mainstream environmental education is lacking critical engagement with urban areas. The growing food justice movement has salient theoretical and practical spheres that have the potential to contribute to these urban margins in environmental education. This article explores these spheres and applies them to environmental education in an effort to push the boundaries of thefield towards conceptsand pedagogies that occupy complex socioecological relationships and issues of justice in ways mainstream environmental education has struggled to access, particularly in the urban context. First, I discuss philosophical and structural reasons why mainstream environmental education theory and practice have overlooked urban contexts and experiences. I then explore the development of the food justice movement, bringing to bear key characteristics that can contribute to environmental education. Finally, I discuss how food justice can help environmental education challenge and reposition itself to better meet the needs of an urban society.  \nRésumé  \nÀ mesure que les villes et les zones urbaines deviennent le centre de gravité dela société contemporaine, il est de plus en plus important d’adapter l’éducation environnementaleaux défiset besoinsd’un monde urbanisé . Un élément essentiel decette adaptation suppose la reconnaissance des séquelles laisséespar les injusticesenvironnementales et sociales propres à la croissance et au développement des espaces urbains. Bien qu’on ait marqué des progrès à ces égards, j’avance quel’éducation environnementale classique est dépourvue d’un engagement crucial auprès des zones urbaines. Le mouvement de plus en plus marqué pour la justice alimentaire comporte des sphères théoriques et pratiques fondamentales susceptibles de contribuer à ces marges urbaines en éducation environnementale. L’article examine ces sphères et les applique à l’éducation environnementale en vue de repousser les frontières du domaine vers des concepts et des méthodespédagogiques occupant des relations socioécologiques complexes et des questions de justice par des approches que l’éducation environnementale classique s’est employée à mettre en œuvre, surtout dans le contexte urbain. Je commence paraborder les raisons philosophiques et structurelles pour lesquelles la théorie et  \n46 Canadian Journal of Environmental Education, 18, 2013  \nla pratique de l’éducation environnementale classique font fi des expériences et des contextes urbains. Je me penche ensuite sur l’évolution du mouvement pour la justice alimentaire, faisant intervenir les caractéristiques essentielles pouvant contribuer à l’éducation environnementale. J’examine enfin l’apport de la justice alimentaire au défi de l’éducation environnementale ainsi que l’adaptation dont elle a besoin pour répondre aux besoins d’une société urbaine.  \nKeywords: environmental education, food justice, margins, place-based education, urbanicity  \nThe Environmental Education-Urban Gap  \nEnvironmental education has long been critiqued from a variety of perspectives, with scholars citing its inconsistent ability to impart environmental knowledge or change environmental attitudes and behaviors (Hart & Nolan, 1999; Kollmuss & Agyeman, 2002; Li, 2006; Saylan & Blumstein, 2011) . While these critiques pull from numerous literatures and provide a breadth of explanations for environmental education struggles, ranging ","cbCaisdwSTFyWLXe","https://ap.wps.com/l/cbCaisdwSTFyWLXe","pdf",972250,13,"English","# Abstract\n# The Environmental Education-Urban Gap\n## Historical association with wilderness and non-urban spaces\n## Classroom science and lecture-based pedagogies\n## Insufficient attention to race, culture, politics, and economics","[{\"question\":\"Why does the article claim mainstream environmental education is insufficient for urban contexts?\",\"answer\":\"It argues mainstream environmental education lacks critical engagement with urban experiences and often treats the urban as a passive setting rather than an active component shaping learning.\"},{\"question\":\"What three explanations does the article propose for the environmental education-urban gap?\",\"answer\":\"It highlights environmental education’s historical association with wilderness, its common implementation through lecture-based classroom science, and its limited attention to race, culture, politics, and economics.\"},{\"question\":\"How does the food justice movement help advance urban environmental education?\",\"answer\":\"The article suggests food justice offers theoretical and practical spheres that can support concepts and pedagogies engaging complex socioecological relationships and justice issues in urban settings.\"}]","Advancing the Boundaries of Urban Environmental Education through the Food Justice Movement | PDF",1792083368,33]