Rooted Writing Counterstories in Environmental Education

Abstract

College educators have a unique opportunity to invite students to make connections between students’ cultural identities and their relationship with the natural world through reflective writing. This essay presents a writing-to-learn assignment used in an undergraduate environmental leadership course. This low-stakes assignment asks students to share a story or cultural practice from their ancestors that connects to nature. Responses from this assignment reflect the environmental expertise students have gained through their lived experience and cultural knowledge, which are not often recognized in academic spaces. Sharing this knowledge allows students, especially those with marginalized identities, to create counterstories that affirm the validity of their lived expertise and cultural knowledge. By inviting and validating students’ counterstories through course assignments and discussions, educators may contribute to broadening interest, participation, and leadership from diverse students in environmental fields.