EcoJustice Education is both a framework for thinking about our ethical responsibilities as educators and community members, and a socio-ecological and political movement. In this essay, I trace my own personal history in the development of this field, focusing on the theoretical foundations, major scholars contributing to those founding ideas, and a number of concrete practical manifestations in organizations, curricula, programs and institutions. I begin the essay with a focus on "relationality" as a particularly important concept in the epistemological, ontological and ethical frames that make up this particular approach to teacher education.