Although numerous approaches to cultivating an ecocritical awareness in students exist, much scholarly dialog has revolved around ecojustice education and ecopedagogy. Whereas the former seeks to cultivate a local ecocritical awareness in students, the latter advocates for a globalized "planetary citizenship." While both cultivate an ecocritical awareness, they focus this awareness in different directions: the local and the global. This tension is illustrated by the 2004 disagreement between Gadotti and Bowers. In this article, I use this disagreement as a starting place to examine this tension and challenge the perceived opposition between cultivating a local and a planetary ecojustice awareness.