Beginning with a review of ecocriticism’s scholarly and activist origins and development through the related fields of eco-composition,
ecofeminist literary criticism, and environmental justice literary studies, this essay discusses children’s environmental
literature from the intersecting standpoints of animal studies, environmental justice, and ecofeminist literary criticism.
From that intersectional standpoint, the essay raises three central questions for examining children’s environmental literature,
and offers six boundary conditions for an ecopedagogy of children’s environmental literature.