Topics relating to environmental justice are noticeably absent from the mainstream curriculum in American schools. The educational system seems to struggle with its inclusion for a variety of reasons. This article points to the problems that this lack of inclusion creates. Additionally it addresses some of the possible reasons why schools fail to include topics of environmental justice the curriculum of the K–12 grades. Finally, it outlines the importance of inclusion and poses ways in which these topics can be placed into the mainstream curriculum of the American school.
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