Kimberley Greeson, PhD
Faculty
she/her/they/them
Dr. Kimberley Greeson serves as core faculty for Prescott College’s Sustainability Education Doctoral Program. As an interdisciplinary educator-scholar, Dr. Greeson’s work focuses on the politics of conservation, environmental issues, and climate justice, with a particular eye towards centering more-than-human entanglements and intersectional and decolonial perspectives. Her scholarly interests extend to sustainability education theory and practice, informed through decolonizing and culturally sustaining pedagogies and critical and emergent (post)qualitative methodologies. She actively seeks to engage a student-centered approach, leveraging community-based experiential learning principles to cultivate inclusive and collaborative learning environments. Dr. Greeson holds a Ph.D. in Sustainability Education from Prescott College, a M.S. in Biology with concentrations in Environmental Education and Research Methods from the University of Northern Colorado, and a B.S. in Zoology from Colorado State University.
Environmental Justice, climate justice, multispecies entanglements, post-qualitative and anticolonial research, decolonizing pedagogy, sustainability education, conservation of endemic Hawaiian forests.
Judd, J., Hill, K. X., & Greeson, K. (2025). Indigenous Peoples, Climate Change and Disability in Alexander et al (Eds.) Climate Change and Disability: A Collaborative Approach to a Sustainable, Inclusive Future for All. Elsevier.
Vareen, R., Greeson, K., & Affolter, E. (2025). Environmental Racism: From Theory to Praxis. in Alexander et al (Eds.) Climate Change and Disability: A Collaborative Approach to a Sustainable, Inclusive Future for All. Elsevier.
All Are Not Equally Affected: Climate Change as a Health Justice Issue Panel Discussant with the Accepted Scholarly Session: “Baby, It is Hot Outside: The Impact and Interventions to Mitigate Climate Change Effects in the First Year of Life” at the Pediatric Academic Societies Annual Meeting, Honolulu, HI, April 2025.
Gano, G., Affolter, E., Greeson, K., & Hintz, C. (2024). Community Engaged and Critical Research Special Issue: Editorial Review Comments. Journal of Sustainability Education, Community Engaged Critical Research. [Special Issue].
http://www.susted.com/wordpress/content/community-engaged-and-critical-research-special-issue-editorial-review-comments_2024_12/
Dunbar, R., Greeson, K., & Affolter, E.A. (2023). The healing trifecta: A collaborative
autoethnography on intersectionality, motherhood, and pedagogy during a global pandemic, International Journal of Qualitative Studies in Education. https://doi.org/10.1080/09518398.2023.2181429
Greeson, K., Sassaman, S., Williams, K., & Yost, A. (2022). Unsettling colonial structures in
education through community-centered praxis. Journal of Critical Scholarship on
Higher Education and Student Affairs, 6(3), 1-16. https://ecommons.luc.edu/jcshesa/vol6/iss3/4
Greeson, K., & Currey, R. (2021). Centering justice in a sustainable food systems master’s program. Frontiers Sust. Food Syst., Critical and Equity-Oriented Pedagogical Innovations in Sustainable Food Systems Education [Special Issue], https://doi.org/10.3389/fsufs.2021.751264
Ramsey, S., Dunbar, R., Greeson, K., Affolter, E., & Gano, G. (2020). 2020 Vision: How a
global pandemic and the Black Lives Matter Movement focused our teaching. European Journal of Educational Science, 7(4). http://dx.doi.org/10.19044/ejes.v7no4a3
Greeson, K. M. (2019). Pili‘oha: (Re)imagining perceptions of nature and
more-than-human relationality, Imaginations: Journal of Cross-Cultural Image Studies, Critical Relationality: Indigenous and Queer Belonging Beyond Settler Sex & Nature. [Special Issue], 10(1), 353-382. https://doi.org/10.17742/IMAGE.CR.10.1.12