The author describes a course designed around community-led student engagement projects, reflecting abolitionist praxis. The paper shares pedagogical lessons, recommendations, and challenges regarding course scheduling needs, community relationality and partnerships, and collaboration. The author provides selections from a robust syllabus as pedagogical artifact. This contribution is part of the Abolitionist Pedagogies “distributed special issue” series.

Keywords:
environmental justice, abolitionist pedagogy, praxis, ungrading, social movements, refusal, collaboration
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2025
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