Even as environmental scholars agree on the urgency of climate change, the crisis is less often linked to the US education system itself, which continues to operate as if we were not in the midst of a planetary emergency. As more environmental educators advocate for substantive change, little attention has been paid to how the study of literature can contribute to this project of transforming education. "Relearning the Earth" argues that we must take seriously literary representations of education that challenge and recast dominant ideas of what and how students should be learning. Building on the work of place-based educators such as David Orr and David Gruenewald, as well as foundational ecocritics like Joni Adamson and Native American thinkers like Robin Wall Kimmerer, I examine the relationship among story, place, and education in developing reparative place-based pedagogies. By bringing multicultural literary perspectives to bear on place-based education, this project highlights injustices that have been largely ignored by the pedagogical theory. By having place-based education inform my literary analysis, I refuse the historical disconnection in academia between pedagogy and scholarship. As long as literary study separates itself from today's pressing educational conversations, many literature classrooms will continue to contribute to environmental injustice. Chapter One foregrounds the critique of the dominant education system that erases a sense of place in Willa Cather's "My Antonia" (1918) and Luther Standing Bear's "Land of the Spotted Eagle" (1933), while Chapter Two adds nuance to the leading model of place-based education, which universally celebrates "staying put," through Ann Pancake's "Strange as This Weather Has Been" (2007) and Octavia Butler's "Parable of the Sower" (1993). Chapter Three argues that the oppressive schooling in three classic bildungsromane -- Harper Lee's "To Kill a Mockingbird" (1960); Mildred Taylor's "Roll of Thunder, Hear My Cry" (1976); and Helena Maria Viramontes' "Under the Feet of Jesus" (1995) -- is countered through local, experiential knowledge gained outside the classroom. In Chapter Four, I return to scholarship that framed my previous chapters in order to profile five place-based teachers whose scholarship interconnects with the human and biotic communities in which they live, write, and teach. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]