So You Want to Teach Energy Justice…

Educators interested in teaching energy justice, either as a stand alone course or as part of another topic, have few resources to help them get started. This chapter seeks to expand and accelerate the inclusion of energy justice in higher education by offering educators new to this space a jumping-off point based on a project examining a set of university-level syllabi that focus on or include energy justice. Snowball methodology was used to identify courses and instructors in energy justice, and an adapted course mapping strategy was used to compare course rationales, learning objectives, schedules, and reading lists. Examples are drawn from numerous disciplinary and topical perspectives and highlight pedagogical choices made by instructors, including primary learning objectives, approaches to experiential learning, relationships to adjacent concepts such as environmental and climate justice, emotional and motivational elements, and essential texts. The chapter closes with a suggested list of questions for educators to wrestle with as they architect their own energy justice curricula.