English Journal - Volume 114, Issue 3, 2025

An English teacher finds inspiration through external professional development opportunities.

A teacher educator shares approaches for engaging students in action for climate justice, including systems thinking to build students’ knowledge base of the complexities of the climate crisis.

A teacher and author shares vital ways to help students counter climate despair with hope, agency, imagination, and activism.

When students read, write, and talk with others in the service of deepening their understanding of climate change and other environmental topics, they expand their social imagination.

One department journeys from introduction to incorporation of climate fiction and an ecocritical lens in a program for grades 9-12.

Reading and writing climate fiction, or cli-fi, invites students to imagine possible futures.

This article details a unit of study bringing together shared reading, place-based pedagogies, and climate-centered texts to engage students in youth participatory community action.

This article describes literacy practices and outdoor activities in high school English classrooms—framed as critical rambling, a pedagogy seeking to raise awareness of issues like climate justice—with illustrations from a dissertation of teacher research and additional student work.

This essay outlines the opportunities and challenges of incorporating children’s literature as media for climate literacy instruction, with focuses on creating and working with Climate Lit literature entries and how this work can be adapted to secondary English classrooms.

A college professor redesigns an undergraduate media literacy course to focus on ecomedia literacy and participatory culture skills, with the goal of addressing climate change and cultivating active hope with postmillennial learners.

The author amplifies how youth DJs articulated their cultural and climatic experiences through radio segments they produced about the sonic landscapes of their city.

Through the metaphor of music, an educator meditates on the generations of womanist and anti-racist voices that have supported her choice of texts.

This piece discusses promising frameworks for addressing three challenges of teaching Holocaust literature in contemporary times.

Youth researchers developed a conversational game about immigration to host community discussions about language, migration, and home— a process and curricular resource that highlights multilingual learners’ strengths and experiences.