Reading the waters: picturebooks as justice-oriented science and civic pedagogy

Purpose This study aims to examine how early childhood and elementary teachers share picturebooks to support justice-oriented science learning about water, fostering students’ critical thinking and civic relationships in a politically charged environmental education context. Design/methodology/approach In a qualitative multicase study, five early childhood–grade 6 teachers integrated water-themed picturebooks into lessons. Data included plans, reflections, classroom artifacts and interviews, analyzed through critical eco-pedagogy and common worlding frameworks. Findings Teachers positioned water as a science concept and as relational, cultural and civic presence. Across age groups, students engaged in emotional attunement, storytelling, place-based observation and advocacy. Findings are synthesized within a justice-oriented instructional framework with four dimensions: relational starting points, lived inquiry, story as civic inquiry and curricular flexibility. Practical implications The framework offers adaptable approaches for teachers to cultivate environmental responsibility through story and inquiry, even in politically constrained contexts. Originality/value This study contributes a novel framework for integrating environmental and civic learning. It demonstrates that justice-oriented instruction is possible across grade levels and that young children can engage with ethical concepts and relational pedagogy ecologically.