Kim Toich

Climate justice is a discipline that examines the inequitable impacts of environmental problems such as pollution, climate change, and natural disasters. Rooted in centuries of resistance to ecological violence, it emerged as an explicit field in the 1980s through the organizing efforts of Black, Brown, and Indigenous communities. As an interdisciplinary field, climate justice seeks to understand how colonialism, capitalism, imperialism, and white supremacy create systems of oppression that harm human, animal, and ecosystem health. The fossil fuel industry, a particularly destructive force within capitalism, intensifies these harms through the greenhouse effect, while racist socio-economic structures force marginalized communities bear the brunt of these crises. Climate justice work aims to dismantle these systems and create societies that equitably protect both human and ecological well-being.  

I am a recent Drexel graduate with a B.S. in Environmental Science, and I have spent three years as a Conservation Educator at the Philadelphia Zoo. I view teaching and learning as deeply connected—each experience in one enriches the other. Currently, my research focuses on the intersection of disability studies and environmental justice, particularly how ableist ecologies manifests within oppressive systems. This perspective is often overlooked in Western academic settings, and I aim to amplify it through my work. Beyond environmental science, I am passionate about history, zoology, mythology, and the arts, always grounding my approach in a historical materialist framework that traces the roots of systemic issues to inform collective action toward an equitable future.  

My involvement in environmental and community-based projects has reinforced my belief in the power of education and creative expression. At Drexel, I participated in Drexel Urban Growers, where I helped design and paint a mural for their compost bin, and I took part in the Food and Land Security in Philadelphia course, which examined local food justice efforts. I also volunteered at the Overbrook Environmental Education Center and created an environmental education zine for my senior project, collaborating with the Philadelphia Zoo to incorporate community artwork. I believe in education as a collaborative process, using conversational, question-based teaching methods that encourage dialogue and personalization of material. I have also found that incorporating creative practices, such as visual art, helps learners process and engage with complex ideas.