This dissertation describes qualitative research on the worldviews of environmental justice activists and feminist environmentalists via an interpretive inquiry of narratives. The terms "environmental justice activists" and "feminist environmentalists" are used broadly to describe persons who explicitly or implicitly identify as social and environmental justice advocates and activists. Semi-structured, in-depth interview questions were asked about lifestyle choices of fifty persons to solicit intimate details on meaning-making. The theoretical framework of ecological feminism is augmented with narrative analysis and various socioenvironmental, indigenous, and decolonizing pedagogical models toward the development of a transformative ecological feminist pedagogy of peace, inclusive justice, and sustainability. The guiding question for this narrative inquiry is "what can be learned from the complexity of the lived experience of environmental justice activists and feminist environmentalists in developing a transformative ecological feminist pedagogy?" Extensive data was collected on how the participants---who are activists, artists, educators, helping professionals, and spiritual practitioners---find meaning, locate praxis, and connect to place. Generous detail on how the participants live their values and beliefs in advocating on behalf of animals, nature, and marginalized others is synthesized and reconceptualized for use in higher education curricula. The significance of this qualitative research study is in acquiring alternative and transformative ways of being, doing, and knowing to counter mainstream hegemonies and for application in various pedagogical projects. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]