#144: Cultivating Critical Transformative Teacher Agency through Co-Design with Families toward Climate Justice

Using participatory critical design ethnography, we investigate how a minoritized teacher developed critical transformative agency by collaborating with Arab American immigrant families to co-design and enact climate justice education. Findings show this agency as a hesitant yet protective stance, growing critical consciousness, and action. It emerged through engagement with community epistemologies, relational and cultural anchors, and home-school alliances. We argue that cultivating such agency is essential for advancing climate justice education and community collective thriving.