FINAL THOUGHTS

“Hey! Lean to hear my feeble voice.

At the center of the sacred hoop

you have said that I should make tree to bloom.

With tears running, O Great Spirit, my Grandfather, With running eyes I must say

The trees has never bloomed Here I stand, and the tree is withered.

Again, I recall the great vison you gave me.

It may be that some little root of the scared tree still lives.

Nourish it then That it may leaf

And bloom

And fill with singing birds!

Hear me, that the people may once again

82 Find the road And the shielding tree.

This Earth prayer from He áka Sápa (Black Elk), an Oglala Lakota Sioux medicine and holy man, speaks to the spirit of hope and renewal. My hope, as stated in the introduction was to instill a renewed sense of hope about future generation’s ability to care take and maintain proper stewardship of the planet’s life-giving sources. As long as human societies exist, there will inevitably be tension between humans and the natural world. As human populations and communities continue to grow and become more urbanized, youth will continue to require connection to the natural world. Urban minority youth are high risk for academic

underachievement and marginalization from discovering the hidden treasures of ecological features. Promoting environmental science education for urban minority youth combines the quest for social, environmental, and academic equality. As shown in the research, efforts to engage and empower youth can result in many benefits. However, Freire (1971), and Barton (2003) remind us that education “must be about working with people to tear down the barriers that separate, sort, and label individuals and social groups hierarchically based on their social, cultural, and economic backgrounds.”

Infusing innovative teaching strategies such as funds of knowledge and hip-hop can help tear down those barriers and help to create a more inclusive classroom. Once educators can adapt and modify lessons to attract and sustain interest in science, the relationship of teacher and student has the potential to grow in trust and in humility. Forming a bond with “at –risk” students and their families can help to foster a comfortable learning environment where the child seeks to learn and discover new things. Since impoverished minority youth often bring a unique set of difficult challenges to school, teachers need to be prepared to accept various roles with students.

In my interview with Suney Park, the sixth grade science teacher at Eastside College Preparatory School, she confessed that she often takes the place of an absent parent in order to help guide the children, especially kids from non-English speaking households. The lack of English speaking parents can create barriers to understanding the educational needs and aspirations of the youth.

As a result of the many challenges presented to the urban youth teacher, they must become socially justice minded and must learn how to teach for social justice.

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The phrase “knowledge is power” is truly applicable to the life experiences of impoverished urban youth. Endeavoring to engage the youth through environmental education carries the enormous potential to empower the individual with knowledge and hands-on experiences. As Dr.

Carter Godwin Woodson reminded and articulated to the world, “The mere imparting of

information is not education. Above all things, the effort must result in making a man think and do for himself…” As Dr. Woodson’s words are contemplated, the students of Eastside school come to mind. They were empowered with knowledge and were guided toward a destination.

Once the children were immersed into nature’s fold, they became junior ecologists fueled by instinct and intrigue. The kids, who come from high-poverty families in densely populated ghettos, are awakened to a new sense of wonder and surprise each and every time they embark on their outdoor classroom.

Before this research project was started, a hypothesis was formed about the potential for environmental science to transform the educational experience of urban minority youth. First-hand investigation of this program and careful study of similar programs prove that

environmental science education indeed offers the best opportunity for educators to engage urban youth to a science discipline, form connection with and discover the outside world through field-based projects, help youth engage their communities through “eco-citizenry” projects, and provide a pathway for hope and healing.

The Eastside Field-Ecology Program satisfies the vision depicted in the mural created by youth from East Palo Alto. The mural (shown below) illustrates the connection between individual inner-peace, peace in the community, and harmony with Mother Earth. The mural helps us to understand that peace and harmony can exist with a renewed sense of place and a commitment to understand the connections between social and environmental justice. Urban science education offers more than just tests, worksheets, and laboratory experiments. Thoughtful and inclusive science instruction with a social justice agenda produces urban “eco-warriors” capable of

transforming their communities and giving them hope to change their futures. The environmental education movement is a powerful tool that can be used to reform education and close the

achievement gap. However, its effectiveness will depend on the level of inclusiveness and cultural sensitivity incorporated into programs.

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