Teresa K. Lloro

Teresa is Professor in and Interim Co-Chair of the Liberal Studies Department. As an interdisciplinary environmental social scientist who studies environmental education, human-animal studies, and just and sustainable food systems, she has published widely in these areas. Teresa has received several external grants to support her research, including from the California Humanities and the California Science Project. In 2018 the Association for Environmental Studies and Sciences selected her as their inaugural Early Career Fellow. She is currently a Faculty Fellow to Office of Research, Innovation, and Economic Development and Graduate Coordinator of the Master's in Regenerative Studies program at Cal Poly Pomona. She has been Editor-in-Chief of the Journal of Environmental Studies and Sciences since 2021 and most recently took on a new leadership role as a CSU-wide Academic Senator. In her leisure time, Teresa is an avid farmer, gym-goer, and yogi and enjoys spending time with her dogs, cats, and flock of chickens.

Teresa's most recent scholarly work focuses on livestock-keeping in urban, suburban, and peri-urban contexts. She is conducting a long-term multispecies ethnographic research project with a graduate student, Jillian Muñoz, that examines backyard chicken-keeping practices in the Southern California region, while situating these practices within larger political, economic, and ecological contexts. Teresa and Jillian are especially interested in backyard chicken-keeping in historically underrepresented communities and seek to understand the creative ways people and their chickens resist the industrialized food system, as well as Western conceptualizations of belongingness in the city. From a theoretical standpoint, her work is grounded in ecofeminism, multispecies intersectionality, feminist animal studies, feminist STS, political ecology, and urban agroecology (especially the metabolic rift and metabolic politics). This research is significant given the contemporary bird flu crisis, which has stoked Californian's interest in chickens, and due to proposed anti-rooster legistlation at the state level (AB 928, "Cocking Fighting Cruelty Act"). 

Interests

Human-animal studies

Urban and suburban animals

Multispecies ethnography

Just and sustainable food systems

Agroecology

Critical food systems education

Environmental education

Ecofeminsm, feminist posthumanism, intersectionality

Journal Articles

• Lloro, T. (minor revisions). Chicken gender politics on the farm: A multispecies intersectionality for environmental education. Environmental Education Research.
• Lloro, T., & Russell, C. (in press, 2025). The disembodied shark and the super-whale: The hidden curriculum of animal edutainment. Society & Animals.
• Lloro, T. (2025). A tale of two farms: Livestock and urban agroecology in California’s Pomona Valley. Agroecology & Sustainable Food Systems. Advance online publication. 
• Gough, A., Ho, Y. C. J., Lloro, T., Russell, C., Walters, S., & Whitehouse, H. (2024). Ecofeminisms and education: repositioning gender and environment in education. Gender and Education, 36(4), 299-311.
• Lloro, T, & González, F. (2022). Food activism and negotiating the gendered dynamics of public cultures of care. Canadian Food Studies, 9(2), 180-204.
• Hunold, C., & Lloro, T. (2022). There goes the neighborhood: Urban coyotes and the politics of wildlife after nature. Journal of Urban Affairs, 44(2), 156-173.
• Lloro, T. (2021). An intersectional feminist food studies praxis: Activism and care in the COVID-19 context. Journal of Environmental Education, 5, 303-313.
• Lloro, T, & Hunold, C. (2020). The public pedagogy of digital neighborhood communities: Negotiating relations with urban coyotes. Environmental Education Research, 26(2), 189-205. 
• Lloro-Bidart, T., & Sidwell, C. M. (2019). Relational Identity and intergenerational learning in an undergraduate critical food studies course. Journal of Environmental Education, 51(3), 200-213.
• Lloro-Bidart, T. (2018). An ecofeminist account of trolling in cyberspace: Implications for environmental and social justice scholar-educator-activists. Journal of Environmental Education, 49(4), 276-285.
• Lloro-Bidart, T., & Finewood, M. (2018). Looking outward and inward: What feminist theory offers the environmental studies and sciences. Journal of Environmental Studies and Sciences, 8(2), 141-152.
• Lloro-Bidart, T. (2018). A feminist posthumanist multispecies ethnography for educational studies. Educational Studies, 54(3), 253-270.
• Lloro-Bidart, T. (2018). Cultivating affects: A feminist posthumanist analysis of invertebrate and human performativity in an urban community garden. Emotion, Space, and Society, 27, 23-30.
• Lloro-Bidart, T. (2018). A feminist posthumanist ecopedagogy in/for/with animalscapes. Journal of Environmental Education, 49(2), 152-163.
• Meek, D., & Lloro-Bidart, T. (2017). Introduction: Synthesizing a political ecology of education. Journal of Environmental Education, 48(4), 213-225.
• Lloro-Bidart, T., & Semenko, K. (2017). Toward a feminist ethic of self-care for environmental educators. Journal of Environmental Education, 48(1), 18-25. 
• Lloro-Bidart, T. (2017). When ‘Angelino’ squirrels don’t eat nuts: A feminist posthumanist politics of consumption across southern California. Gender, Place, & Culture: A Journal of Feminist Geography, 24(6), 774-793.
• Lloro-Bidart, T. (2017). A feminist posthumanist political ecology of education for theorizing human-animal relations/relationships. Environmental Education Research, 23(1), 111-130.
• Lloro-Bidart, T. (2017). Neoliberal and disciplinary environmentality and ‘sustainable seafood’ consumption: Storying environmentally responsible action. Environmental Education Research, 23(8), 1182-1199.
• Lloro-Bidart, T. (2015). “Culture as ability”: Organizing enabling educative spaces for humans and animals. Canadian Journal of Environmental Education, 20, 93-108.
• Lloro-Bidart, T. (2015). A political ecology of education in/for the Anthropocene. Environment and Society: Advances in Research, 6, 128-148.
• Lloro-Bidart, T. (2014). They call them ‘good-luck polka dots’: Disciplining bodies, bird biopower, and human-animal relationships at the Aquarium of the Pacific. Journal of Political Ecology, 21, 389-407.

Books

• Lloro, T. (2021). Animal edutainment in a neoliberal era. New York: Peter Lang.
• Lloro-Bidart, T., & Banschbach, V. (Eds.). (2019). Animals in environmental education: Interdisciplinary approaches to curriculum and pedagogy. New York: Palgrave Macmillan.

Book Chapters

• Lloro, T. (2020). Toward an interspecies critical food systems education. In A. S. Gkiolmas & C. Skordoulis (Eds.), Towards critical environmental education: Current and future perspectives (pp. 145-159). New York, NY: Springer.
• Lloro-Bidart, T. (2019). “The bees wore fuzzy yellow pants”: Feminist intersections of animal and human performativity in an urban community garden. In J. Brady, B. Parker, S. Belyea, & E. Power (Eds.), Feminist food studies: Exploring intersectionality (pp. 33-56). St. Paul, Minnesota: Women’s Press.
• Lloro-Bidart, T. (2019). Intersectional & interdisciplinary approaches to interspecies food justice pedagogies. In T. Lloro-Bidart & V. Banschbach (Eds.), Animals in environmental education: Interdisciplinary approaches to curriculum and pedagogy (pp. 53-76). New York: Palgrave Macmillan.
• Lloro-Bidart, T., & Banschbach, V. (2019). Introduction to animals in environmental education: Whither interdisciplinarity? In T. Lloro-Bidart & V. Banschbach (Eds.), Animals in environmental education: Interdisciplinary approaches to curriculum and pedagogy (pp. 1-16). New York: Palgrave Macmillan.
• Lloro-Bidart, T. (2018). The entwined socio-ecological histories of the Sawtelle, CA war veterans and the animal ‘menagerie” at the Pacific Branch Soldiers’ Home. In S. Rutherford & S. Wilcox (Eds.), Historical animal geographies (pp. 25-51). New York: Routledge.
• Lloro-Bidart, T. & Russell, C. (2017). Learning science in aquariums and on whalewatching boats: The political deployment of other animals. In M. P. Mueller, D. J. Tippins, & A.J. Stewart (Eds.), Animals in science education: Ethics, curriculum, and pedagogy (pp. 41-50). New York: Springer