Purpose This paper aims to describe how narratives emerged across coursework from a semester-long young adult literature class for preservice secondary English teachers (PSETs). Eco-narratives storied characters, conflicts and opportunities for agency regarding climate justice. Design/methodology/approach The study uses a case study approach and eco-linguistic discourse analysis to situate the work of three PSETs among class trends in reading responses, discussion posts and final unit plans. Findings The eco-narratives that emerged in PSETs’ coursework centered young adults as climate justice change agents in collaboration with their communities through relevant, timely and persuasive multimedia communication. Research limitations/implications What constituted community (beyond family and friends) remained largely undefined in PSETs’ instructional narratives. PSETs also did not invoke existing local organizations or movements connected to specific members of the more-than-human community. Along with relevant climate literature for young adults (CLYA), ELA teachers and English teacher educators might offer connections to local resources to support involvement in community activism for climate justice. Practical implications ELA teachers and English teacher educators may wish to consider including CLYA in their coursework as a means to inspire advocacy for climate justice. To confront the pitfalls of eco-heroism and climate anxiety, they might offer opportunities for communal activism. Social implications Climate justice narratives themselves often call out inequities and disparities in resources, especially for systemically marginalized communities, making the inclusion of CLYA in ELA curricula an act of resistance in itself. Grounding inquiry in the local community is a way for ELA teachers to safely enact eco-justice goals. Student choice also provides a safe way for educators to have students engage in climate advocacy as educators can encourage students to select and research a topic of their choosing relevant to their local environment. Originality/value This study shows how using CLYA in English teaching methods courses can help PSETs to envision climate justice education for secondary ELA students.
Sherry et al. (2026) studied this question.