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EDST 588 (951) Environmental Philosophy and Education: Adult Environmental Education (Draft)

Dates: S2A term, July 6-24, 2020 Meets: Monday, Wednesday & Friday, 1:30-5:00pm Room: PCOH 1009; Ponderosa Commons: Oak House, 6445 University Boulevard Instructor: Pierre Walter http://edst.educ.ubc.ca/facultystaff/pierre-walter/

(604) 822-9231, Office: 3059 Ponderosa Commons (PCOH) Email: pierre.walter@ubc.ca

Preface

(Musqueam), Skwxwú7mesh (Squam /Selilwitulh (Tsleil- Waututh) Nations. This is a fairly intensive summer term course. It runs three afternoons a week for 3.5 hours each class session, with breaks. It is designed with a full non-class day (Tues, Thurs) or weekend (Sat, Sun) between each class session (Mon, Wed, Fri). Thus there will be time to do readings and assignments between class sessions. Assignments are evenly spaced across the three weeks as well. You will not be expected to complete all of the many readings listed in the course description. Insead, take these as a resource for your studies and interests beyond the course. Skim all required readings listed for each class period, but chose only two and read them carefully. Read "optional" readings only if they look interesting to you. Much of our class will take place outside, and involve various forms of experiential learning. Please dress for walking (comfortable shoes) and outdoor weather. The month of July is almost always sunny and warm, but it is also true that we are located in a temperate rainforest and rain is always posssible.

Introduction Environmental learning and education for adults (and children) takes place in all sorts of informal learning contexts: in museums, science centers, national parks, botanical gardens, zoos and nature centers; in ecotourism, nature walks, bird-watching, hiking, farming, food co-ops and natural food stores; in community gardens, garbage dumps, ecovillages, kayaking, beach-combing, canoeing, scuba diving; and within the climate justice, environmental and other movements. Environmental learning also takes place in various nonformal education programs: in workshops, experiential outdoor education, plant walks, museum outreach programs, interpretive park programs, sustainability initiatives, teach-ins, and community education. Finally, of course, environmental learning takes place in formal education programs – within and through formal schooling and higher education programs which offer graded classes, credit courses and environmental studies degrees, practica, laboratories, certificates, study in experimental farms, botanical expeditions, greenhouse experiments and so on. The focus of this course is on informal and nonformal adult learning and education, but students interested in formal / ’ environmental education – in schools and higher education – are

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also welcome, and may freely pursue their interests in course assignments and discussions. The course provides a solid grounding in the philosophical traditions and educational practices of adult environmental education, mostly in North America. It is a seminar-style course where students will be encouraged to contribute their own ideas, knowledge, perspectives and experience to the class; or simply enjoy learning from others. Readings, class discussions and case studies of environmental education are balanced with field visits to various outdoor sites of environmental education. The course does not take up all of the important environmental issue of concern to educators. Instead it provides examples of issues, focuses on how to frame these issues in conceptual terms, and encourages students to bring in their own particular interests and expertise into our class. All students will have the opportunity to undertake an in-depth study of an environmental education program or initiative of particular interest to them. Anyone wishing to undertake a study of a country, site or adult environmental initiative outside of Canada in their individual assignments is encouraged to do so as well. By the end of the course, students will have a clear understanding of the theoretical groundings of adult environmental education and its expressions in educational practice, in-depth knowledge and experience of numerous environmental education programs and initiatives, and a well-developed direction for future work in the field.

Pedagogical Approach Task-based Pedagogy / Experiential Syllabus. We will go through this diagram during our first class on July 6. MORE AUTONOMY HERE

Figure 3. Kenny's Scheme for Experiential Learning Source: Kenny, 1993

PREPARATORY

TASK BASED WORK

FIELDS TOPICS THEMES

DEFINE NEW

FIELDS

BECOMES AN EXERCISE

NO REAL INTEREST

CLARIFY INVESTIGATIVE

RESEARCH

CARRY OUT PIECES OF

WORK

DISCOVER SOLUTIONS NEW IDEAS

REALISE PERSONAL

AND SOCIAL

GROWTH

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Course Assignments 1. Learning in the Field (small group) 20% 2. Discussion Questions on Readings 30% 3. Creative Pedagogy Demonstration (small group) 10% 4. Individual Paper 40% 1. Learning in the Field (July 13, 15, 17, 20, 22)_ Working in five small groups (likely 3-4 people, depending on course enrolment numbers), you will have the opportunity to investigate an environmental education program or initiative of particular interest to the group. This may be an environmental education program or initiative (broadly defined) in which a group member is intimately involved or might be something completely new (See Appendix 1 below for examples). We will hold our class at the field site which you have investigated. Usually this takes class time of 1 hour or more depending on the initiative and your group's plans. The field site becomes our outdoor EDST 588 classroom. Once on site, you might take us through some typical environmental learning activities; you might facilitate an art, drama or music event; engage us in an educational tour; have us do some physical labour, or engage us in other forms of kinesthetic (bodily) learning. Try to address learning through the five senses (sight, sound, taste, small, touch); that is through "head, hands and heart" in our visit (see Sipos, Battisti & Grimm, 2008, optinal reading for July 15 class). And, as is the case with all of our Adult Education classes, please feel free to bring your own food and drink to class. We will ask class members to sign up to bring a small snack for one class during the term. There will be five different field visits organized and reported on by five different small groups of students. Examples of educational programs and initiatives roughly located within particular philosophical traditions of adult environmental education are (see Walter, 2009, required reading for July 10 class):

Liberal: Aquarium programs, Botanical Gardens, Zoos, Nature Centers, Whale Museum, Capilano Fish Hatchery or ?

Progressive: Outward Bound, MetroVan solid waste and water conservation tours, Outdoor Ed, Vancouver School Board’ TREK, urban agriculture, community gardens, marine ecotourism kayaking, mountain hiking, bike sustainability tour or ?

Behaviorist: Steveston Whale Watching, Suzuki challenge, UBC or other Sustainability initiatives, BC Hydro energy-saving initiatives or ?

Humanist: Raging Grannies, UBC Japanese Garden, EcoArt, Anthropology Museum, Art Gallery Outreach, ecoart, music, drama, puppetry, murals or ?

Radical: Greenpeace, Western Wilderness Committee, Wet'suwet'en land protectors, climate justice protests, dumpster diving, urban food harvesting, Soul Food Street Farm, Binners' Project, Food not Bombs, many other organizations in the environmental justice movement, participation in an environmental protest or ?

You may feel free to choose a field site based on any of these environmental education philosophies (most sites have more than one philosophy in evidence). The above is simply an illustration of some possibilities. If you're not sure about what you want to do, and would like some direction or ideas, ask your instructor and classmates for help. For the program or initiative you investigate, you should report back on:

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a. Context / History b. Philosophy / Educational Aims c. Curriculum Content d. Educational Process e. Outcomes

Sources for your investigation might include program websites and printed materials, film, media accounts, and academic literature, but, above all, visits to the field to look, talk, listen, experience and learn. Please provide a 1-page summary of your program or initiative (covering points a. to e. above) to hand out to the class on the day of your group reporting back. 2. Discussion Questions on Readings (8 class sessions July 6-22; no questions for final class)_ Select one (or more) reading from each class read it (them) thoroughly, and write down three thoughtful, provocative questions to bring to class for discussion. Keep two of your questions for small group discussion. Set your third question aside for "Walk and Talk" (explained below). Your three questions should not be summary or "content-testing" questions, but questions which bring out some interesting, important or controversial issue or exmaple in relation to the reading. Come up with questions which will cause others to think, to have their views challenged, or which ask them to contribute a personal experience, story or opinion to discussions of an issue raised by a particular reading. Small Group Discussion As noted, we will use the questions you write in small group discussions of readings and in Walk and Talk pairs. All of your questions will likely not be discussed during a given class, but writing them will still provide you with a valuable learning experience, and will hopefully contribute to the development of your thinking about environmental education. At the end of the term, email your Instructor Pierre a complete list of all your written questions from all EDST 588 class sessions over the term. Although this list of questions will not be graded, the requirement to turn it in to your instructor will help to give value to the task. Please include the basic reference(s) for readings you have addressed in each day's questions. Walk & Talk Research on adult learning shows that walking and being outdoors can "relax" the mind and body, and in doing so, stimulate cognition, enhance creative thinking and allow more expansive, holistic ideas to emerge in discussion. Being outside also brings psychological and physical relief from the confinement of indoor university classrooms. As such, during some of our class sessions, we will have a short (20 mins) Walk and Talk activity outdoors. In this activity, pairs of students will walk and talk about one or more of the discussion questions they have written about the readings for that day. 3. Creative Pedagogy Demonstration (Fri, July 17, see Timetable below)_ We will work in three groups, one for each area: (1) Music, Song, Humour & Dance; 2) Visual Arts; 3) Drama & Storytelling. Each group will (a) choose one or two of the articles listed for the class session on July 17, (b) briefly explain the main points of the article to the class, and (c) use a related arts-based environmental education method to teach a 20-30 “ - ” ( learners). You may chose to "create" any environmental education "setting." Only remember that our class ession will take place take on site wherever we are located in the field for that particular day. However, you can tell us where we are supposed to image that we are located, and you can ask us to role-play any group of learners you decide upon. Feel free to use any creative pedagogy related to your

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group's area (music, visual, drama) and chose any environmental education topic of interest to you. Follow your interests. The idea is for you to test out some new ideas and approaches to teaching environmental education, or to refine your current practices with a supportive group of educators (us). Use class members both as your learners and as experts who can help you to both reflect on and provide feedback on your session. 4. Paper (10 pages, 2,000 words, double-spaced, not including references) (Due Fri, July 24)_

This assignment is a short term paper in which you explore some aspect of environmental education of particular interest and importance to yourself. You should incorporate at least 5-6 of the required readings from the course in your paper, and any further readings, references or resources which help to deepen or frame your thinking. Please use proper APA citations in your text and provide a list of references at the end. For your paper, you have three possibilities:

(1) You might choose to do a "traditional" academic research paper using secondary literature, public documents, archival data, reports, digital data or other data sources.

(2) You might be interested in developing a proposal for an environmental education curriculum, program, workshop or course in an educational setting of specific value to you. Be as creative as you like, but make sure to specify: (a) who the learners and educators are, (b) what educational philosophy(ies) are being followed, and (c) the setting, learning objectives, pedagogy, and desired outcomes. Include a brief discussion of how you will know what your learners learned after they have completed your program, etc.. That is, what evidence you will have at the end of the program, etc. to show how learners met or did not meet learning objectives? Further, how will you know if they learned things which were not part of the learning objectives, but which were nonetheless important and valuable?

(3) You may also propose an alternate format or focus for this assignment. Start early with you ideas and present a proposal to me, the Instructor, and to the class in our first week. Specify the format, purpose, outcomes ("product"), resources to be used, and evaluation criteria for the format you propose.

In general, all papers should: (1) be easy to read (well organized, concise, proofread for errors of grammar, spelling, diction); (2) make connections to pertinent readings, site visits, and other course materials; (3) move beyond summarizing; (4) provide examples and explanations; (5) shape theory, description, and personal experience and insights into a structured argument; (6) demonstrate the ability to reflect critically on assumptions and ideology; (7) use inclusive language (non-sexist, non-racist, non-heterosexist); (8) provide adequate references; (9) conform to APA style guidelines throughout; and (10) z = 12 1” .

Readings Readings are listed in the Course Timetable below (pp. 6-12) mainly as a learning resource. Please feel free to dip in, read ahead, read behind, read most of them now or read most of them later. However, please choose at least one reading of interest for each class period and read it carefully. Taken as whole, your selected class readings will then not only give you a good conceptual grounding in the field, but will also help to frame, explain and enrich your outdoor field experiences, reflections and discussions. All readings are available online through UBC Library Online Course Reserves (LOCR) from June 6, 2020 to August 10, 2020. Readings can also be easily accessed by cutting and pasting the title (of a journal article or book) directly into the UBC Library Catalogue Search page: http://search.library.ubc.ca/ . It will take

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you to a CWL login and then directly to the journal and article for download.

Field Trip Costs As part of the course we will visit the UBC Nitobe Gardens, and the Botanical Gardens Canopy Walk. If we take a guided tour (tbc), current guide fees are $10 and $20 per person, respectively, for the tours, or a total of $30 for both sites. (Please let Pierre know if these fees will be a hardship for you). In past years we have also visited other sites such as the Vancouver Aquarium, Urban agriculture sites, Camosun Bog, City Studio, Soul Food Street Farms, various community gardens, Beaty Biodiversity Museum, Science World, UBC Farm, Stanley Park Ecology Society, Roots on the Roof, False Creek, UBC Orchard Garden, Worksafe BC, Arts Umbrella, Capilano Fish Hatchery and other sites, depending on student interests. A few of these sites have an admission fee; most are free. In all cases, please wear comfortable walking shoes and dress for the outdoor weather.

Timetable

1 Mon, July 6 Indigenous Roots

Required

Walter, P. (2013). Adult education and the environment. In T. Nesbit, S. Brigham, Gibb, T. & N. Taber (Eds.), Building on Critical Traditions: Adult Education and Learning in Canada (pp. 184-193). Toronto: Thompson Educational Publishing.

Sterling, S. (2002). Yekto and Sophie: Nlakapamux cultural professors. Canadian Journal of Native Education 26(1), 4–10.

Simpson, L. (2014). Land as pedagogy: Nishnaabeg intelligence and rebellious transformation. Decolonization: Indigeneity, Education & Society 3(3): 1-25.

Look over:

( 201 . Musqueam: Giving Information About our Teachings http://www2.moa.ubc.ca/musqueamteachingkit/about.php

ñ Discussion Questions on Readings Field Visit: Cliff, Forest Ravine, Ocean Beach & The Sea

2 Wed, July 8 Protective Bubbles, Going Green Globally

Required

Malone, K. (2007). The bubble-wrap generation: children growing up in walled gardens. Environmental Education Research 13(4), 513–527.

Walters, S. (2018). The drought is my teacher: Adult learning and education in times of climate crisis. Journal of Vocational, Adult and Continuing Education and Training, 1, 146-162.

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Choose one reading below to read, or find and read any other (non-Canada) article of interest to you: Wildemeersch, D. (2018). Silence–a matter of public concern: Reconsidering critical environmental

and sustainability education. Environmental Education Research, 24(9), 1371-1382. [Belgium] Clover, D. E. (2004). (Ed.). Global perspectives in environmental adult education. New York: Peter

Lang. Budahazy, M., Monisse, N. & Yee, M. (2014). Tactical Urbanism 4: Australia and New Zealand.

https://issuu.com/codesignstudio/docs/tacticalurbanismvol4_141020 Crowther, J., Hemmi, A., & Scandrett, E. (2012). Learning environmental justice and adult

education in a Scottish community campaign against fish farming. Local Environment, 17(1), 115-130.

Tomlinson, J., & Rhiney, K. (2018). Assessing the role of farmer field schools in promoting pro-adaptive behaviour towards climate change among Jamaican farmers. Journal of Environmental Studies and Sciences, 8(1), 86-98.

Núñez, M. B., Castro, C. M. D., & Cartea, P. M. (2017). Environmental education in times of crisis. Where is it when it is most necessary? Ambiente & Sociedade, 20(3), 135-154. [Spain]

Valenti, M. W., de Oliveira, H. T., & Logarezzi, A. J. M. (2017). Exclusory and transformative dimensions of adult environmental education in two Brazilian protected areas. Environmental Education Research, 23(5), 675-686.

Walter, P. (2007). Activist forest monks, adult learning and the Buddhist environmental movement in Thailand. International Journal of Lifelong Education 26(3), 248-269.

Chan, Y. W., Mathews, N. E., & Li, F. (2017). Environmental education in nature reserve areas in southwestern China: What do we learn from Caohai?. Applied Environmental Education & Communication, 1-12.

McLain, R. J., H E R R (2014 G “ ” rethinking the role of foraging in urban ecosystem planning and management. Local Environment, 19(2), 220-240. [U.S.]

Muralidharan, S., & Xue, F. (2016). Personal networks as a precursor to a green future: A study of “ ” z I Young Consumers, 17(3), 226-242.

Festus, M. O., & Ogoegbunam, O. B. (2012). Imperatives of environmental education and awareness creation to solid waste management in Nigeria. Academic Research International, 3(2), 253-258.

ñ Discussion Questions on Readings

Sign up for Learning in the Field small groups 1-4

Field Visit: Nitobe Japanese Garden (meet in our classroom at 1:30pm)

3 Fri, July 10 Mapping the Field: Philosophies and Currents, Coloniality and The Place of Land

Required Walter, P. (2009). Philosophies of adult environmental education. Adult Education Quarterly 60(1), 3-

25.

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Tuck, E., McKenzie, M., & McCoy, K. (2014). Land education: Indigenous, post-colonial, and decolonizing perspectives on place and environmental education research. Environmental Education Research, 20(1), 1–23.

Four Arrows, Jacobs, J. L., & Ryan, S. (2010). Anthropocentrism's antidote: Reclaiming our Indigenous orientation to non-human teachers. Critical Education, 1(3), 1-20.

Optional Blenkinsop, S., & Ford, D. (2018). The Relational, The Critical, and The Existential: Three strands and

accompanying challenges for extending the theory of environmental education. Journal of Outdoor and Environmental Education, 21(3), 319–330.

Sauvé, L. (2005). Currents in environmental education: Mapping a complex and evolving pedagogical field. Canadian Journal of Environmental Education 10, 11- 37.

ñ Discussion Questions on Readings Sign up for July 17 arts-based environmental education “mini-lesson” groups: 3 small groups Field Visit: UBC Botanical Gardens Canopy Walk (*meet 1:30pm at UBC Botanical Gardens entrance*)

4 Mon, July 13 Is Knowledge Enough? Liberal Environmental Education

Required

Ballantyne, R., Packer, J., Hughes, K., & Dierking, L. (2007). Conservation learning in wildlife tourism settings: Lessons from research in zoos and aquariums. Environmental Education Research, 13(3), 367-383.

Taylor, E. & Caldarelli, M. (2004). Teaching beliefs of nonformal environmental educators: A perspective from state and local parks in the United States. Environmental Education Research 10(4), 451-469.

Jensen, B. B. (2002). Knowledge, action and pro-environmental behaviour. Environmental Education Research, 8(3), 325-334

Optional

Hursh, D., Henderson, J., & Greenwood, D. (2015). Environmental education in a neoliberal climate. Environmental Education Research, 21(3), 299-318.

Merenlender, A. M., Crall, A. W., Drill, S., Prysby, M., & Ballard, H. (2016). Evaluating environmental education, citizen science, and stewardship through naturalist programs. Conservation Biology, 30(6), 1255-1265.

Waliczek, T. M., Boyer, R., & Zajicek, J. M. (2002). The Master Gardener program: Do benefits of the program go beyond improving the horticultural knowledge of the participants? Horticulture Technology, 12(3), 432-436.

ñ Discussion Questions on Readings Be ready to discuss your ideas for your final paper (Assignment 4.) in class Small Group 1: Learning in the Field

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5 Wed July 15 Progressives & Behaviorists: Experiential Learning, Behavioral Change

Required

Wittmer, C. and Johnson, B. (2000). Experience as a foundation of environmental adult education: the Audubon Expedition Model. Convergence 33(4), 111-122.

Feinstein, B. (2004). Learning and transformation in the context of Hawaiian traditional ecological knowledge. Adult Education Quarterly 54(2), 105-120.

Kollmuss, A., & Agyeman, J. (2002). Mind the gap: why do people act environmentally and what are the barriers to pro-environmental behavior? Environmental Education Research, 8(3), 239-260.

Optional Sipos, Y., Battisti, B. & Grimm, K. (2008). Achieving transformative sustainability learning: engaging

head, hands and heart. International Journal of Sustainability in Higher Education 9(1), 68-86. Orams, M. (1997). The effectiveness of environmental education: Can we turn tourists into

‘G ’? Progress in Tourism and Hospitality Research 3 295-306. Mayer-Smith, J., Bartosh, O. & Peterat, L. (2007). Teaming children and elders to grow food and

environmental consciousness. Applied Environmental Education and Communication 6, 77-85. Walter, P. (2013). Dead wolves, dead birds and dead trees: Catalysts for transformative learning in

the making of scientist-environmentalists. Adult Education Quarterly 63(1), 24-42. Stern, M. J., Powell, R. B., & Hill, D. (2014). Environmental education program evaluation in the

new millennium: what do we measure and what have we learned? Environmental Education Research, 20(5), 581-611.

ñ Discussion Questions on Readings Small Group 2: Learning in the Field

6 Fri, July 17 Humanist Perspectives: Cultural Considerations

Three small groups sign up for one of the three topical headings below (only one group for each; only one reading required in your category). See Assignment 4. Creative Pedagogy Demonstration (pp. 4-5 above). Required

Walter, P. & Earl, A. (2017). Public pedagogies of arts-based environmental learning and education for adults. European Journal for Research on the Education and Learning of Adults, 8(1), 145-163.

Music, Song, Humour and Dance

Forbes, L.C. (2004). Pete Seeger on environmental advocacy, organizing, and education in the Hudson River valley: an interview with the music legend, author and storyteller, political and environmental activist, and grassroots organizer. Organization & Environment, 17(4), 513-522.

I D (2008 “ D ” v protest. Popular Music and Society, 31(1), 21-36.

Ramsey, D. ( 2002) The role of music in environmental education: Lessons from the cod fishery crisis and the Dust Bowl days. Canadian Journal of Environmental Education, 7(1), 183-197.

Roy, C. (2000). Raging Grannies and environmental issues: Humour and creativity in educative

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protests. Convergence 33(4), 6-17. Turner, K., & Freedman, B. (2004). Music and environmental studies. The Journal of Environmental

Education, 36(1), 45-52.

Visual Arts Inwood, H. (2008). At the crossroads: Situating place-based art education. Canadian Journal of

Environmental Education, 13(1), 29-41. Inwood, H. (2010). Shades of green: Growing environmentalism and sustainability in art

education. Art Education 63(6), 33-38. Bequette, J.W. (2007). Traditional arts knowledge, traditional ecological lore: The intersection of

art education and environmental education. Studies in Art Education, 48(4) 360-374. Gradle, S. (2007). Ecology of place: Art education in a relational world. Studies in Art

Education, 48(4), 392-411. Graham, M. (2007). Art, ecology, and art education: Locating art education in a critical place-based

pedagogy. Studies in Art Education 48(4), 375-391. Walter, P. (2012). Cultural codes as catalysts for collective conscientisation in environmental adult

education: Mr. Floatie, tree squatting and Save-Our-Surfers. Australian Journal of Adult Learning 52(1), 114-134.

Drama & Storytelling McNaughton, M.J. (2014). From acting to action: Developing global citizenship through Global

Storylines drama. Journal of Environmental Education, 45(1), 16-36. McNaughton, M. J. (2004). Educational drama in the teaching of education for Sustainability.

Environmental Education Research, 10(2),139-155. Tooth, R. & Renshaw, P. (2012) Story thread pedagogy for environmental education Pullenvale,

Australia. In Wrigley T., Thomson P., Lingard B. (Eds.), Changing schools: Alternative ways to make a world of difference (pp. 113–127). London: Routledge.

ñ Discussion Questions on Readings Small Group 3: Learning in the Field

7 Mon, July 20 Radical Environmental Adult Education

Required

Lowan-Trudeau, G. (2017). Protest as pedagogy: Exploring teaching and learning in Indigenous environmental movements. The Journal of Environmental Education, 48(2), 96-108.

Walter, P. (2007). Adult learning in New Social Movements: Environmental protest and the struggle for the Clayoquot Sound rainforest. Adult Education Quarterly, 57(3), 248-263.

Clover, D. E., Jayme, B. D. O., Hall, B. L., & Follen, S. (2013). Ch 1: The Seeds: Educational theories and principles from which we work. The Nature of Transformation: Environmental Adult Education. Springer Science & Business Media.

Optional

Scandrett, E. (2012). Social learning in environmental justice struggles–political ecology of knowledge. In Learning and Education for a Better World: The Role of Social Movements (pp. 41-55). Brill Sense.

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Hall, B. L. (2009). A river of life: Learning and environmental social movements. Interface: A Journal for and About Social Movements, 1(1), 46-78.

Kluttz, J. & Walter P. (2018). Conceptualizing learning in the climate justice movement. Adult Education Quarterly, 68 (2), 91-107.

Levkoe, C. Z. (2006). Learning democracy through food justice movements. Agriculture and Human Values, 23(1), 89-98.

Walter, P. & Kluttz, J. (2020). Theorising adult education, power and socio-environmental change: A consideration of the climate justice movement. In F. Finnegan and B. Grummell (Eds.), Power and Possibility: Adult Education in a Diverse and Complex World. Rotterdam: Brill/Sense Publishers.

Walter, P. (2013). Theorising community gardens as pedagogical sites in the food movement. Environmental Education Research 19(4), 521-539.

ñ Discussion Questions on Readings Small Group 4: Learning in the Field

8 Wed, July 22 Intersectionality and Environmental Justice in Environmental Education

Required

Maina-Okori, N. M., Koushik, J. R., & Wilson, A. (2018). Reimagining intersectionality in environmental and sustainability education: A critical literature review. Journal of Environmental Education, 49(4), 286-296.

Hill, R. J. (2003). Environmental justice: Environmental adult education at the confluence of oppressions. New Directions for Adult and Continuing Education, 99, 27-38.

Tan, S. (2004). Anti-racist environmental adult education in a trans-global community: case studies from Toronto. In D. Clover (Ed.), Global Perspectives in Adult Environmental Education (pp. 3-22). New York, NY: Peter Lang.

Optional Mitten, D., Gray, T., Allen-Craig, S., Loeffler, T. A., & Carpenter, C. (2018). The invisibility cloak:

Women's contributions to outdoor and environmental education. Journal of Environmental Education, 49(4), 318-327.

Lloro-Bidart, T. (2019). Intersectional and interdisciplinary approaches to interspecies food justice pedagogies. In Animals in Environmental Education (pp. 53-76). Palgrave Macmillan, Cham.

Russell, J. (2013). Whose better? [Re]orienting a queer ecopedagogy. Canadian Journal of Environmental Education, 18, 11–26.

Adsit-Morris, C., & Gough, N. (2017). It takes more than two to (multispecies) tango: Queering gender texts in environmental education. The Journal of Environmental Education, 48(1), 67-78.

Gough, N., Gough, A., Appelbaum, P., Appelbaum, S., Doll, M. A., & Sellers, W. (2003). Tales from Camp Wilde: Queer (y) ing environmental education research. Canadian Journal of Environmental Education (CJEE), 8(1), 44-66.

ñ Discussion Questions on Readings

Small Group 5: Learning in the Field

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9 Fri, July 24 Closing the Circle: Intersections, Land, People and Place

Required

Lowan-Trudeau, G. (2019). From reticence to resistance: Understand ’ with Indigenous environmental issues in Canada. Environmental Education Research, 25(1), 62-74.

Monroe, M. C., Plate, R. R., Oxarart, A., Bowers, A., & Chaves, W. A. (2019). Identifying effective climate change education strategies: A systematic review of the research. Environmental Education Research, 25(6), 791-812.

Simpson, L. (2002). Indigenous environmental education for cultural survival. Canadian Journal of Environmental Education, 7(1), 13-25.

Optional Ojala, M. (2016). Facing anxiety in climate change education: From therapeutic practice to hopeful

transgressive learning. Canadian Journal of Environmental Education, 21, 41-56. Gahman, L., & Legault, G. (2019). Disrupting the settler colonial university: Decolonial praxis and

place-based education in the Okanagan Valley (British Columbia). Capitalism, Nature, Socialism, 30(1), 50-69.

Earl, A., Straka, T., Vanwynsberghe, R. & Walter, P. (2019). Adaptive Education applied to higher education for sustainability. Draft of manuscript submitted to International Journal of Sustainability in Higher Education. See also: http://efs.edst.educ.ubc.ca/

ñ No Discussion Questions on Readings ñ Paper DUE (hand in a hard copy) Paper Forum - perhaps Mini-Pechakuchas? (to be decided by the class)

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Appendix 1. Environmental Organizations North American Association for Environmental Education <www.naaee.net> Canadian Network for Environmental Education and Communication (EECOM) <eecom.org> Greater Vancouver Directory of Environmental Organizations: www.gvrd.com/environment/index.html

Examples of Environmental Organizations in Greater Vancouver, BC

Birding, BC Vancouver Natural History Society Delta Naturalists White Rock and Surrey Naturalists Nature Walk in Vancouver (Japanese) Burns Bog Conservation Society Camosun Bog Restoration Group Everett Crowley Park Committee Evergreen Foundation - Vancouver Federation of B.C. Naturalists Education and Environmental Partnership Society (KEEPS) Langley Environmental Partners Society Lynn Canyon Ecology Centre - North Vancouver Mosquito Creek Stewardship Society Port Moody Ecological Society R.A.C.E. for Coquitlam River Watershed Richmond Nature Park Riverview Horticultural Centre Society Seymour Salmonid Society Stanley Park Ecology Society UBC Student Environment Centre Better Environmentally Sound Transportation Western Canada Wilderness Committee West Coast Environmental Law Wild Earth!

City Farmer, Canada's Office of Urban Agriculture Downtown Cyclists Network FarmFolk/CityFolk North Shore Hikers Outdoor Recreation Council of BC BC Endangered Species Coalition BC Conservation Foundation BC Environmental Network BC Environmental Network Educational Foundation B.C. Watershed Stewardship Alliance BC Wild Burrard Street Working Group Canada EarthSave Society Canadian Parks and Wilderness Society Environmental Youth Alliance Greenpeace Canada Land Conservancy of BC Oceans Blue Foundation People's Action for Threatened Habitat (PATH) Recycling Council of BC Sage Foundation Sierra Club of BC Society Promoting Environmental Conservation UBC Campus Sustainability Office

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EDST Graduate Course Grading Policy (from the EDST website) A Level (80% to 100%) A+ is from 90% to 100%. It is reserved for exceptional work that greatly exceeds course expectations. In addition, achievement must satisfy all the conditions below.

A is from 85% to 89%. A mark of this order suggests a very high level of performance on all criteria used for evaluation. Contributions deserving an A are distinguished in virtually every aspect. They show that the individual (or group) significantly shows initiative, creativity, insight, and probing analysis where appropriate. Further, the achievement must show careful attention to course requirements as established by the instructor.

A- is from 80% to 84%. It is awarded for generally high quality of performance, no problems of any significance, and fulfillment of all course requirements. However, the achievement does not demonstrate the level of quality that is clearly distinguished relative to that of peers in class and in related courses. B Level (68% to 79%) This category of achievement is typified by adequate but unexceptional performance when the criteria of assessment are considered. It is distinguished from A level work by problems such as:

1. one or more significant errors in understanding 2. superficial representation or analysis of key concepts 3. absence of any special initiatives 4. lack of coherent organization or explication of ideas

The level of B work is judged in accordance with the severity of the difficulties demonstrated.

B+ is from 76% to 79%. B is from 72% to 75%. B- is from 68% to 71%. C+ is from 64% to 67% C is from 60% - 63%

The Faculty of Graduate Studies considers 60% as a minimum passing grade for graduate students. See the UBC Calendar for details. Students should check the University Calendar for information on what constitutes “ ” master's and doctoral students. In general, a grade of 68% must be maintained to remain in good standing. See the Faculty of Graduate Studies section of Calendar for more information.

EDST & Academic Misconduct In response to the university's growing concern with academic misconduct, EDST has decided that all instructors in the Department will include in their course outlines an explicit statement about academic misconduct, beginning in September 2008. A statement on this issue is provided here: “ ose who work in this environment and the observance of accepted conventions such as acknowledging the work of others through careful citation of all sources used in your work. Plagiarism - including self-plagiarism - and other forms of academic misconduct are treated as serious offences at UBC, whether committed by faculty, staff or students. You should be aware of the sections of the University Calendar that address academic integrity (http://students.ubc.ca/calendar/) and plagiarism (http://vpacademic.ubc.ca/academic-integrity/ubc-regulation-on-plagiarism/). The UBC library also has a useful web-based Plagiarism Resource Centre that explains what plagiarism is and how to avoid it (www.library.ubc.ca/ home/plagiarism/). If you have questions or concerns about any of these policies or conventions in relation to how they apply to the work you do in this course, please discuss them with your ”

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Student Information

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