Environmental education seeks to foster meaningful connections to local and global environments through creative nature experiences. Responding to critiques of historical inequities, practitioners are prioritizing equitable access for historically marginalized youth, particularly from Black, Indigenous, and Latinx communities; this identity-centered prioritization, while essential, generates questions of normativity, diversity, relevance, and engagement within identity groups. Drawing on creativity as meaningful person-world encounters characterized by pluriperspective, future-oriented, nonlinear, and open-ended qualities, this chapter uses culturally sustaining pedagogy to explore how environmental education studies (a) operationalize Latinidad and associated constructs, (b) enact creative experiences in environmental education, and (c) qualify the roles of Latinx communities in shaping these creative experiences. We review studies of environmental education with Latinx youth in the United States that explicitly employ culturally sustaining approaches to engage these communities. We bring together these frameworks as a strategy to move beyond discrete notions of Latinidad in environmental education and toward nuanced conceptions of what it means to acknowledge and cultivate environmental literacies in these diverse comunidades.

环境教育旨在通过创造性的自然体验来促进与当地和全球环境的有意义的联系。针对对历史不平等的批评，从业者优先考虑为历史上被边缘化的青年提供公平的机会，特别是来自黑人、土著和拉丁裔社区的青年；这种以身份为中心的优先排序虽然必不可少，但会产生关于身份群体内的规范性、多样性、相关性和参与度的问题。本章将创造力作为具有多视角、面向未来、非线性和开放式品质特征的有意义的人与世界相遇，使用文化维持教学法来探索环境教育研究如何 (a) 操作拉丁语和相关结构，(b) 制定环境教育的创意体验，(c) 限定拉丁裔社区在塑造这些创造性体验中的作用。我们回顾了美国拉丁裔青年的环境教育研究，这些研究明确采用文化维持方法来吸引这些社区。我们将这些框架整合在一起，作为一种策略，以超越环境教育中拉丁达德的离散概念，并朝着在这些多样化的社区中承认和培养环境素养意味着什么的微妙概念迈进。