Transformative ecojustice pedagogies: Outcomes of sociology students mentoring high school service learners

Abstract

Abstract This case study investigated the transformative learning outcomes for undergraduate students enrolled in two sociology courses taught by The State University of New York at Albany, at an urban ecoliteracy environmental justice center. Authors conducted participant observation and gathered data from surveys, semi-structured interviews, and focus groups with university student, high school, and community stakeholders. In the short-term, sociology students exhibited an increased interest in civic engagement, an heightened awareness of community and environmental issues, and committed to adopting pro-environmental behaviors. Transformative learning outcomes were documented in relation to affirming/changes in longer-term academic, life, and career paths. This research contributes to the fields of urban environmental education and environmental sociology that advocate for a better understanding of the outcomes of programs that facilitate youth mentoring and experiential ecojustice pedagogies that emphasize social justice development, issues of power and justice, and the enhancement of civic engagement, action competencies, and critical consciousness.