Wolves, Ptarmigan, and Lake Trout: Critical Elements of a Northern Canadian Place-Conscious PedagogyReport as inadecuate




Wolves, Ptarmigan, and Lake Trout: Critical Elements of a Northern Canadian Place-Conscious Pedagogy - Download this document for free, or read online. Document in PDF available to download.



Canadian Journal of Environmental Education, v14 n1 p33-41 2009

This paper explores the pedagogical benefits of combining remote winter wilderness travel and homestead living with reading, writing, and listening to personal narratives from the expedition region. A co-taught interdisciplinary university course will be used as a case study to demonstrate the ways in which this approach aids in developing place-consciousness--an awareness of storied landscapes--as well as the skills and mentality required for directly living with the land. It is our hope that the interdisciplinary content and experiential pedagogy employed in this course will enable students to re-establish vital relationships with nature that have been lost in our increasingly urban and technologically dominated lives. We will also discuss the use of uncommon and potentially controversial practices in our program such as fishing and hunting for food, and observing the skinning of wolves, that we believe are important elements of becoming genuinely place-conscious in the region of the Canadian north we study and visit. Tensions between our stated philosophies and actual practices are also revealed and examined.

Descriptors: Foreign Countries, Personal Narratives, Environmental Education, Educational Benefits, Travel, Interdisciplinary Approach, Case Studies, Experiential Learning, Animals, Outdoor Education, Food, Observation, Course Descriptions

Lakehead University and Canadian Network for Environmental Education and Communication. Lakehead University Faculty of Education, 955 Oliver Road, Thunder Bay, ON P7B 5E1, Canada. Fax: 807-346-7771; e-mail: cjee[at]lakeheadu.ca; Web site: http://cjee.lakeheadu.ca





Author: Asfeldt, Morten; Urberg, Ingrid; Henderson, Bob

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3844&id=EJ842738







Related documents