This article introduces the main tenets of an ecocritical framework in social and cultural foundations of education; specifically, it explores how scholar-activist, EcoJustice educators work to actively deconstruct and reconstitute basic, foundational cultural assumptions that currently frame education within the United States. The article asserts that social justice educators in K-12 schools and higher education must take into consideration the ways in which a cultural logic of domination (Warren, 1990) constitutes unjust and destructive social and economic ideologies and policies that constitute schooling. The authors introduce an ecocritical conceptual framework and present learning heuristics for engaging students in recognizing, respecting, and representing diversity as a condition of difference upon which our collective survival depends. The authors make the argument that an ecocritical perspective in social and cultural foundations is important in order to foster the potential for teachers to be agents of change in support of socially just and sustainable communities.