• Director, SPARC Environmental Justice Lab
  • Associate Professor, Geography Department

Research Summary

My scholarship centers on the related areas of critical sustainability pedagogy and environmental justice. Using a critical participatory action framework to understand and ameliorate environmental injustices with community, I am able to integrate community-based scholarship as pedagogy and praxis.


  • Ph.D. , Parks, Recreation, & Tourism , University of Utah . Project: The Impact of Language Framing on Critical Elaboration in Sustainability Education
  • M. Ed. , Educational Studies, University of Utah
  • B.A., Environmental Studies/Political Science, University of Vermont


Adrienne Cachelin is a Professor with the Environmental and Sustainability Studies Program at the University of Utah. Her research and teaching interests are rooted in environmental justice and community participatory action research.

Adrienne also serves as the SPARC Environmental Justice Lab. In this role she facilitates transdisciplinary community based environmental justice action research with an interdisciplinary team of community, faculty, and student researchers.

Selected Publications


Kuttner, P., Antunes, A., Cachelin, A., Fitisemanu, L., Folau, M., Hart, S., & Salcedo, A., (2022). Establishing Principles for Community-Based Research: Story & Power in the Community Research Collaborative. Metropolitan Universities 3(3).

*Joyner, L., Yagüe, B., Cachelin, A., & Rose, J. (2022). Farms and gardens everywhere but not a bite to eat? A critical geographic approach to food apartheid in Salt Lake City. Journal of Agriculture, Food Systems and Community Development, 11(2).

*Cachelin, A., & Nicolosi, E. (2022). Investigating critical community-engaged pedagogies for transformative environmental justice education. Environmental Education Research.

Cachelin, A., (2020) Nourishing a sense of place: Refugee foodways in the New West. In Eliason, E., McNeill, L. & Edison, C. (Eds). This is the plate: Utah Food Traditions. Salt Lake City: University of Utah Press.

Community Research Collaborative. (2020). In it together: Community-based research guidelines for Communities and Higher Education. Salt Lake City, UT: University Neighborhood Partners.

*Cachelin, A., Ivkovich, L., Jensen. P., & Neild, M., (2019). Leveraging Foodways for Health and Justice. Local  Environment.

Cachelin, A., & Rose, J. (2019). Guiding questions for critical sustainabilities. Journal of Environmental Studies and    Sciences 8(4) 570-572.

Rose, J., & Cachelin, A. (2019). Critical sustainability: Incorporating critical theories into contested sustainabilities. Journal of Environmental Studies and Sciences 8(4) 581-525.

*Schott, W. & Cachelin, A. (2017). Promotion vs. education in choosing Real Food. Consilience: The Journal of Sustainable Development 17(1) 182-195.

   Cachelin, A., Rose, J., & Rumore, D. (2016) Leveraging place for critical sustainability education: The promise of participatory action research. Journal of Sustainability Education 11 (February) 1-20.

Cachelin, A. (Ed.). (2015). Savor: Stories of Community, Culture, & Food. Salt Lake City: Salt Lake Education Foundation.

Cachelin, A., Paisley, K., & Rose, J. (2015). Disrupting neoliberal discourse in environmental education: A qualitative analysis of intentional framing. Environmental Education Research 25(8), 1127-1142.

Rose, J., & Cachelin, A. (2014). Critical sustainability in outdoor education: Place as a means to social justice and ecological integrity. Taproot Journal of Outdoor Education 23(1), 7-16.

Rose, J., & Cachelin, A. (2013). Critical sustainability: Promoting pedagogies of placefulness in outdoor education. The Journal of Sustainability Education 5(May) 2-29.

Cachelin, A., & Ruddell, E. (2013). The impact of language framing on sustainability education. Journal for Environmental Studies and Sciences 3(3), 306-315.

Cachelin, A., Paisley, K., & Dustin, D. (2009).  Obligation and opportunity: A role for outdoor educators in the sustainability revolution. Journal of Outdoor Recreation, Education, & Leadership 1(2), 141-150.