Archive: Geography

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Reframing Humankind’s Relationship with Nature: Contributions from Social Exchange Theory

By Keri Schwab, Daniel Dustin and Kelly Bricker

Abstract: In this paper we compare and contrast the Theory of Planned Behavior (Ajzen, 1985) with Social Exchange Theory (Homans, 1958) as conceptual foundations for eliciting pro-environmental behavior. We reason that Social Exchange Theory provides the better orientation because of its metaphorical power in casting humankind as being in a reciprocal relationship with nature rather than being in a superior position over nature. We illustrate our thinking by discussing ecosystem services (Melillo & Sala, 2008) as nature’s contribution to humankind in return for humankind’s responsible environmental stewardship.

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Encouraging Revolving Door Usage in a Mixed-Use Building: The Influence of Visual Prompts and Descriptive Social Norms

By Jeffrey Louis Perrin and Perrin Dumar

Abstract: This field experiment investigated effects of a descriptive norms-based sign combined with five footprint sticker decal prompts directing individuals to help save energy by using a revolving door, as opposed to a swing door, to exit a mixed-use building. We found that the percentage of individuals using the revolving door increased in both conditions (weekday and weekend day) after we implemented the sign and decals. Notable considerations in creating descriptive norms-based signage to encourage environmentally responsible behavior in mixed use buildings are discussed.

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Increasing a Sense of Place Using Blended Online and On Site Learning

By Tina L. Salata

Abstract: Finding time for place-based instruction can be difficult using a traditional ground classroom or online format. This is a case study report showing how blending the two modalities can increase opportunities to go more in depth on environmental topics. This blending of both classroom and online creates a sense of place and encourages teaching with multiple learning styles. The increased classroom flexibility allows more individualized instruction for student’s needs and interests. This report will share how an environmental biology class implemented a blended learning class over two semesters. Results of this pilot show an increased student effort by allowing for more varied learning about the local environment.

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Making Sustainable Development Real Through Role-Play: “The Mekong Game” Example

By Andrew Perlstein, Michael Mortimer, David Robertson and Holly Wise

Abstract:
This paper describes a role-playing, negotiation “game” based on the Xayaburi Dam in Laos. We have used this activity in our graduate programs as a tool for bringing to life the complexities of decision-making around natural resources, economic development, and sustainability. Over the past several years of using the game in the classroom, we have found it to be an effective means of exposing students to the kinds of opportunities and constraints that different stakeholders face as well as the kinds of communication and negotiation tactics they might use to influence outcomes. We provide background on the real-world situation on which we based the fictional scenario for the game and discuss the learning outcomes we have observed.

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Learning for Sustainable Development: Integrating Environmental Education in the Curriculum of Ordinary Secondary Schools in Tanzania

By Beatus Mwendwa

Abstract
The study assesses the extent to which curriculum of secondary schools in Tanzania addresses sustainable education through integration of environmental education. Specifically, it evaluates the subjects used to deliver environmental education in secondary school. Also the study found out perceptions, challenges, and recommendations for implementing environmental education. This research adopted a case study, qualitative approach to study the subject matter in its natural settings while making sense of the contents of the subjects and perceptions of stakeholders. Cross sectional, stratified sampling involved both students from all classes, experienced teachers in geography and biology and a head teacher as well. It was found that most environmental education competencies are delivered mainly through the geography subject, and some in biology using an integrated teaching approach. Students and teachers were fairly knowledgeable and had understanding of basic environmental issues. Main challenges facing implementation of environmental education included an integrated learning approach, inadequate knowledge on environmental education, lack of support from each other and from school administration, and cultural myths and beliefs.

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Climate change communication beyond the ‘ivory tower’: A case study about the development, application and evaluation of a science-education approach to communicate climate change to young people

By Maximilian Riede, Lars Keller, Anna Oberrauch and Steffen Link

Abstract: The aim of this case study was to develop, apply and evaluate a science-education workshop format to communicate climate change to young people. Based on current theory in climate change communication and Education for Sustainable Development, the workshop has been applied in different contexts with more than 300 children and teenagers. A specification of the consecutive steps should help practitioners to use the workshop in their contexts. While results of the application of the workshop should give an insight into what can be expected from the workshop, an impact assessment of the participants who took place in the workshop outlines the effects it has on students. This paper does not only provide hands-on advice on how theoretical climate change communication knowledge can be translated into action, it also outlines the impacts of the described workshop.

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Constructing Nature

By Garrett Hansen

Abstract: As native Midwestern prairie and savannah landscapes continue to be destroyed, some environmentalists are working to reconstruct the prairie and savanna ecosystems that greeted European settlers a century and a half ago. This series of photographs engages those reconstructed landscapes and considers the fundamental question of what we consider natural. As many of these sites are used for educational and scientific purposes, this series also engages how the arts can contribute to our understanding of place.

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The new “Three Rs” in an Age of Climate Change: Reclamation, Resilience, and Regeneration as Possible Approaches for Climate-Responsive Environmental and Sustainability Education

By Marna Hauk

Abstract: This thought piece proposes the adoption of a new “3 Rs” to inform a climate-responsive environmental and sustainability education (CRESE): reclamation, resilience, and regeneration. As a changing climate becomes the larger campus of our learning, denial and top-down emergency preparedness both prove to be insufficient. We are invited into a deeper approach. Reclamation and resilience fold in (1) the saving of enduring biocultural lifeways and patterns and (2) the dynamic flux-states of panarchic socioecological resilience models. These two partner with (3) regeneration: context-responsive social collaborations; eco-socially-embedded capacity building systems; and the promise of regenerative design. These three approaches allow us to re-envision educational systems and encounters that are proactive rather than only reactive or responsive in metabolizing persistent climatic volatility. These three approaches – reclamation, resilience, and regeneration – echo the three approaches to climate change that Pelling has suggested (2009) – mitigation, adaptation, and transformation. Note, however, unlike Pelling’s model, these approaches are conceived as simultaneously requisite literacies and movements rather than as competing. Reclamation, resilience, and regeneration represent ever-more-complex types of capacities and support capacity building aimed together toward life-supportive, dynamic, complex systems transformations. Environmental and sustainability education that fosters skills of reclamation includes preservation, conservation, recording, and the establishment of libraries and sanctuaries of exemplar systems. Environmental and sustainability education (ESE) for resilience includes network extension and adaptive capacity building. ESE for regeneration nurtures emergent complex systems metacognitions, creativities, and transformative, transgressive social approaches that are connective, disruptive, and innovative and model and embody complex emergence. Regenerative ESE fosters skills to facilitate catalysis of emergent regeneration, self-organization, and transformation into more complex living systems. All of these position embedded learners in pro-active, systems-intensive embodiments of the types of living networks that foster survival, flexibility, thriving, and phase-change during our entry into a time of consistent climate turbulence.

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Alive, Survive, Strive, Thrive: A Grounded Conceptual Sustainability Taxonomy

By Kenneth W. Borland

Abstract: A conceptual sustainability taxonomy has been needed to better communicate the value of sustainability, to align sustainability scholars’ theories and sustainability educators’ practices, and to develop curriculum, teaching, learning, and assessment to enhance college students’ comprehension of and commitment to sustainability across general, major, and co-curriculum. Original conceptual research, including the grounding of a conceptual sustainability taxonomy with early career student affairs educators in higher education, presents a grounded conceptual sustainability taxonomy (Alive, Survive, Strive, Thrive) for educating college students and initiating scholar-practitioner contemplation, discussion, and research.

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Case Studies in Sustainable Social Work: MSW Students Explore Principles in Practice

By Kevin Jones, Lindsay Merritt, Ashley Brown, Shelby Davidson, Diana Nulliner, Jennine Smart, Lisa Walden and Nick Winges-Yanez

In 1999, the National Association of Social Workers (NASW) in the United States published a policy statement on the environment that acknowledged the social work profession’s apparent “lack of interest” in environmental issues, and called for a new urgency among social workers to address the challenges of pollution, environmental contamination, and resource depletion. Despite this call for urgency and the increasing certainty of widespread social and environmental crises due to climate change, the integration of ecological concepts into mainstream social work education and practice has been slow and sporadic. Only recently have some social workers begun to openly discuss a re-centering of social work within a sustainability paradigm, emphasizing the importance of interconnectedness among humans and the natural world, interdisciplinary alliances and partnerships, and holistic justice-focused practice. This paper explores the potential for a case study assignment in a Master of Social Work (MSW) program to help make explicit connections between sustainability concepts introduced in the classroom and the practical application of these concepts in a wide range of social work practice settings. Three sample case studies from students are presented, and advantages and challenges of this pedagogical approach are discussed.

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A Sustainability Performance Assessment Tool: The SPA System

By Dorothy Paun, Shannon Bray, Tomoki Yamaguchi and Simiao You

Stakeholders have become increasingly vocal about companies’ sustainability impacts, and corporations have responded by issuing sustainability reports that discuss and gauge performance metrics for a variety of social and environmental dimensions. These corporate sustainability reports are public domain and contain a wealth of longitudinal data that could be used by stakeholders, including educators and students. However, these reports appear to be vastly underutilized due to insufficient knowledge of and skills for assessing corporate sustainability information. This article presents the SPA (Sustainability Performance Assessment) System (Paun 2015), an educational tool for mentoring students in corporate sustainability performance research. The Global Reporting Initiative’s (GRI) G4 framework forms the model underlying SPA. A student learning outcomes survey reported that 96% of the respondents said the SPA System reduced sustainability report complexity through enhancing their sustainability knowledge and/or analytical skills. More specifically, student feedback indicated an increased understanding of sustainability both as a concept and from a business perspective, and the improved ability to assess and compare corporate sustainability performance based on sustainability report information and data.

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“Don’t Step on the Ants!” Biomimetic Pedagogy for Sustainability in a Costa Rica Study Away Experience

By Cosette Marie Armstrong

Abstract: This case example outlines a study away experience in Costa Rica focused around the Life Principles of Biomimicry for the purpose of stimulating connection with and affection for nature. Janine Benyus (1997), author or Biomimicry: Innovation Inspired by Nature, has long been cited for her declaration that affection is conservation’s linchpin. To address the tendency of some sustainability learning to propel learners into fear and despair, this learning experience was centered around positive solutions and emotional inspiration in nature. An outline of lesson plans, assignments, and activities all designed to foster affection for nature are outlined here for other educators who wish to foster the affective domain in sustainability learning.

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Education for a Sustainable Future: Benchmarks for Individual and Social Learning

By Jaimie Cloud

This document is a provisional draft that has emerged out of an initial “State of the Field” issue and database, published in JSE in 2014 and a follow-up conference in Winter of 2015.

Jaimie Cloud of the Cloud Institute has been the lead organizer and author of this document. See the opening pages for the large number of additional contributors.

A process for comment and revision will be announced during Spring/summer 2016.

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Figura 8 - Construcción semi-subterranea del Museo Ortles al pie de los Alpes

Los Museos De Montaña De Reinhold Messner Identidad, Turismo Y Sustentabilidad En Los Alpes De Sud Tirol

By Constanza Ceruti

This paper describes a group of mountain museums set amidst the Eastern Alps and the Dolomites, considering their significance for the cultural identity, heritage education and sustainable tourism in South Tirol. The importance of the Mountain Museums is analyzed in connection to their setting and to the development of the communities in the area. The exhibits are analyzed considering their role in the construction of a regional identity and in the education towards the appreciation and preservation of the natural and cultural heritage of mountains, locally and worldwide. For the purpose of this research, the author visited the six buildings belonging to the net of the Messner Mountain Museum and she conversed with the director, Mr. Reinhold Messner, who is often credited as the most remarkable alpinist in history.

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The City of Roses—Pasadena City College and the Chemistry Research Laboratories

By Jillian L. Blatti, Anthony F. Cuccinello, Betsy Juarez, William Liang, Jianyi Lu, Nikolai Massine, Jennifer Portillo, Elliot Pourmand, Anakany Ramirez, Vanessa Sanchez and Carina Sepulveda-Torres

As a background for these student responses, I would first like to describe the distinguished program they are a part of at Pasadena City College (PCC). The Early Career Undergraduate Research Experience (eCURe) is a program at PCC that provides students with an undergraduate research experience in the natural or physical sciences at the onset of their scientific careers. This unique experience inspires enthusiasm for scientific research by introducing students to research projects with broader impact in terms of sustainability, energy, the environment and emerging scientific technologies. In this particular eCURe research group led by Dr. Jillian L. Blatti, students have devised methods of synthesizing sustainable paints and testing their resultant properties; they have transposed their tested methods into lesson plans to engage local high schools in scientific outreach efforts, inspiring the next generation of scientists and science educators in sustainability education. As part of this outreach effort, students collaborated with Penn State University’s Nanotechnology Applications and Career Knowledge (NACK) Network in their Remotely Accessible Instruments for Nanotechnology (RAIN) program to bring hands-on experience with advanced analytical equipment to high school students via the Internet, including a scanning electron microscope and atomic force microscope, which they used to analyze sustainable paints they crafted in the classroom. In these highly interdisciplinary and collaborative projects, PCC students are learning to integrate concepts from their science courses into a research-based setting, generating novel questions, designing experiments, analyzing the results, and communicating their science to a broad audience. This innovative community college research program has inspired our students at PCC to continue scientific research in sustainability that they have become passionate about as they transfer to four-year institutions. What follows is accounts of chemical research in sustainability in the chemistry research laboratories at Pasadena City College, the eCURe students’ ‘sense of place’, and how it impacted their views on sustainability research and education.

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The History Workshop of the Cumberland County Historical Society

Teaching Issues of Inequality Through a Critical Pedagogy of Place

By Anthony Barnum and Jason Illara

This paper examines the conceptualization and implementation of teaching inequality through placed-based and experiential learning while focusing on issues that impact the sustainability of communities through the effects of the social and historical constructs of race, class, and gender. The goal is to push students to rethink issues of sustainability in a more holistic way including social, economic, and political aspects to sustainability. In turn, students are empowered through a Freirian pedagogy to become “student-teachers” for the society in which they live in partnership with a local community organization to create public interactive history exhibits that create educational opportunities to both identify and document historical and current inequalities and their effects on the present moment and to encourage the community to engage with and analyze their own history in a manner to create meaningful dialogue and public discussion for the creation of a more equitable and sustainable society.

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Open Spaces of Democracy: Connecting Students, Wilderness, and Community through Experiential Learning

By Eric Morgan

Chronicling a semester-long civic engagement project, this essay explores the efforts of a senior seminar course to collaborate with a local wilderness preservation organization. The essay reflects on the role of students in their communities, their connections to wilderness, and the challenges and rewards of civic engagement.

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Photo Credit: Evan Loney

Mauna a Wakea: Reconfiguring Our Sense of Place

By Kimberley Greeson and Evan Loney

Abstract: This photo essay reflects one sense of place from Mauna Kea.

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Design Team:  Shannon Lecher and Alex Gillis

A Word on Place : Altering the Meaning of Place with Typographic Installations

By Matthew Groshek

Abstract: With the challenge of exploring a particular rural site and responding with installations of type, students investigate the intersection of place, preconception, knowledge, experience and design. With a project named 4 (or 5) letters in a field, student teams participate with the changing conditions of a site and audience to alter the meaning of a place.

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The Invention of Place: Alexander von Humboldt and the Meaning of Home

By Julie Dunlap

Book review for The Invention of Nature: Alexander von Humboldt’s New World by Andrea Wulf

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Postcard from the Ballona Creek Watershed

By Nicole Lawson

This postcard is inspired by my dissertation research at the Kenneth Hahn State Recreation Area and Ballona Wetlands in Los Angeles. I spent many months observing student tours and frequently was struck by many of the reactions and observations I mentioned in my postcard.

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Hello from Columbia, Maryland

By Chiara D'Amore

This “post card” reflects on the “senders” experiences of playing in nature during her childhood, her return to that same community with children of her own, observations about changing patterns of children’s free-play in nature, and the inspiration for and experiences of creating a family nature club to help families in her community connect with their social and ecological communities.

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The Role of Sense of Place in Collaborative Planning

By Aaron Thompson and Linda Prokopy

This paper focuses on understanding the collaborative process as a critical aspect of building community capacity to respond to change and uncertainty in the landscape. Can focusing on place-based relationship building enhance a community’s ability to make difficult land use decisions? Collaborative initiatives to preserve farmland and open space have emerged as a process that supports local involvement and ownership of community decisions; however, the variable success of these initiatives highlights the need to evaluate what factors influence individual support for collaboration. This study uses a case study to examine the role of sense of place, as well as other attitudinal and demographic factors, in determining support for collaborative efforts to preserve farmland. Drawing on analysis of responses to a survey of residents in Harrison County, Indiana from a period when the community faced intense growth pressures that threaten unique natural resources and farmland. The findings demonstrate that an individual’s sense of place and environmental attitudes positively influence support for key steps in the collaborative process, including the acceptance of strategies to address farmland loss.

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Placing Local Food Systems: Farm Tours as Place-Based Sustainability Education

By Laura Johnson, Gary Schnakenberg and Nicholas Perdue

Place can be understood as space endowed with meaning, evoking notions of difference, connection, attachment, and emotion. As processes of modernity and globalization have increasingly homogenized cultural and natural landscapes, place is said to be ‘thinning’ or lost, linked to widening rifts between social and natural worlds. Such homogenization globally has sparked concerns, as people perceive landscape loss and increasing socio-ecological injustices. One such system of homogenization and unsustainability is industrial agriculture, a system that has shifted smaller scale, place-based, and diverse food systems to a global, mechanized one, distancing production from consumption, disrupting communities, and obscuring awareness, understanding, and care.

Yet, as consumer awareness increases and people desire to know where their food comes from and who produced it, inclusive place-based food systems can provide reconnections amongst producers, consumers, community, and the more-than-human world. In this paper, stemming from research in western North Carolina, we bring together literature from scholars of place, agro-food studies, education, and tourism to investigate the role of place in local food systems as well as the potential of small-scale sustainable agricultural places to serve as important educational spaces via community-based farm tourism. To better understand such potential, we draw on a study of the Blue Ridge Women in Agriculture High Country Farm Tour, an annual tour of small-scale sustainable working farms in the North Carolina High Country. Delving into participating producers’ philosophies, practices, and stories reveals passionate sustainable producers firmly rooted in place, while exploring consumer motivations for and impacts of participation makes a strong case for community-based farm tourism and other environmental tourism projects as an avenue for place-based education, community socio-ecological resilience, and sustainability across scales.

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Place, Positionality, and Teacher Preparation

By Amy Vinlove

This paper explores the relationships between teacher and student length of habitation and knowledge of place and the process of learning to teach. A qualitative analysis of social studies instructional units developed by Indigenous and non-Indigenous pre-service teachers working in rural and urban school settings across Alaska, considered in relation to the interns’ relationships to the communities where they were teaching provides the foundation for a framework considering the different ways in which place-based education might be enacted. Data analysis addresses the questions of how individual relationships with place impact the integration of place into the classroom, how a new teacher learns to enact place-based teaching in a way that allows his or her students to reap the benefits of this pedagogical mind-set and whether strategies for learning how to teach in a place-based manner vary depending on the contexts in which the students and teachers are situated.

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“A bird’s-eye view of place”. Title and original artwork by Vedan Sadashiv Koushik, aged 5.

Considerations of place in sustainability education policy: How local contexts inform the engagement of sustainability in education policy enactment and practice

By Jada Koushik

The goal of this paper is to characterize the current state of literature that explores the importance of local contexts in the uptake of sustainability in education policy enactment and practice, with a particular focus on land and place in relation to education policy. Place has been studied by various fields in distinctive ways, and each discipline tends to privilege a certain aspect of place based upon their disciplinary frameworks. As opposed to exploring place through a disciplinary lens, I am seeking to understand place as a holistic, multidimensional concept. Place has historically been conceptualized as static, never changing, and everlasting. In contrast, a more contemporary view describes place as always in process, always becoming; places are never complete, bounded, or finished. This transmutes place into a more subjective concept, something that is rich in imagery, memories, and history but blurred when it comes to limits, power, and hierarchy. Thus, places operate through reiterative and continual practice but can be disrupted through social change and movements, political swifts, and differing ideologies. This protean characteristic of place is significant when reviewing the policy enactments literature, which underscores the fact that schools are always specific, and they are dynamic and shift both internally and externally. This paper seeks to address the question: How can or should considerations of place (e.g., location, local-global, land as historical, contested, impacted by dominant culture) inform the engagement of sustainability in education policy enactment and practice?

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Place: War, Cosmos, Perspective

By Mary Jackson

Place is more than an environment – it is about the activities, memories, and relationships that are a part of it. It has a history. This essay is about the places that are a part of a relationship and experiences with a family member. It entangles memories of childhood, war, politics, learning, and the simplicity of mountain tops. As this essay examines, the materiality of an environment is much more than mere matter and becomes inseparable from relationship and meaning.

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A Sense of Place and the World Within

By Lenka Studnicka

The author explores her own personal journey toward a sense of place as she draws connections among our natural and human community, early childhood development, peace, and sustainability. The story contributes to the continuing dialogue that explores the relationship of place to humans through various viewpoints, approaches, and experiences.

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Go Green for the Home Team: Sense of Place and Environmental Sustainability in Sport

By Brian McCullough and Timothy Kellison

The sport industry has a tremendous impact on the natural environment. As a result, sport organizations have implemented ways to reduce their impact ranging from energy upgrades, waste management programs, and fan engagement. However, fan engagement efforts have received mixed results to increase participation in sustainability initiatives. This paper proposes that sense of place can be leveraged using fan identification to increase participation in such initiatives, thereby decreasing the environmental impact of the sport organization and individual fans. A conceptual model is presented and practical examples provided for the use and reference of sport management and sustainability educators or researchers.

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Phenomenology of place: Re-grounding environmental ethics through story

By Jen Christion Myers

This article draws on Heidegger’s philosophy to bring a phenomenological perspective to bear on the question of place. By revealing dynamic human and natural histories, narrative can be a particularly useful tool for orienting our environmental commitments. I share stories from Vieques, Puerto Rico, an island shaped by trauma, to illustrate the power of people articulating what they most value about the places they call home.

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The Champlain Valley of Vermont, viewed from Snake Mountain.  Photo by Joseph Witt.

Case Study: “Understanding Place” at the Middlebury School of the Environment

By Joseph Witt, Holly Peterson and Stephen Trombulak

This case study describes the experiences developing and teaching a course entitled “Understanding Place” at the Middlebury School of the Environment 2015 summer session. The course sought to include multi-disciplinary approaches to place while simultaneously engaging students and faculty in hands-on projects across the Champlain Valley in Vermont. Rather than engaging in depth with specifics of environmental history in the Champlain Valley, however, students were asked to apply the multiple perspectives encountered in the course to develop elements of a “toolbox” related to understanding the significance of place in a world increasingly characterized by globalization and mobility. In other words, rather than learning complex details and history of a singular place, students developed perspectives for understanding, valuing, and protecting the many places where they may live throughout their lives. At the conclusion of the course students were asked to teach other members of the Middlebury community about their findings. This collaborative effort over six intensive weeks between students and faculty resulted in a creative pedagogical tool—an “understanding place cookbook”—that was shared with all School of the Environment participants, faculty, and staff. While this case study is grounded in the specific context of the Middlebury School of the Environment, it points to tools and experiences that could be useful for developing globally aware place-based education at any institution, bringing an appreciation of global stratification and inequality into localized efforts toward community sustainability and resilience.

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Environmental Study of Sustainable Places, Llansteffan Wales

Sustainable Education from Vermont to Wales: Developing a Sense of Place and Resiliency through Innovative Interdisciplinary Curriculum

By JonathanSilverman and Jeffrey Ayres

Environmental Study of Sustainable Places is a pedagogical experiment in multi-disciplinary curriculum development on several levels: 1) we integrated our multidisciplinary backgrounds in the social sciences and the humanities—political science and international relations with art and aesthetic education—to develop and co-teach these half courses; 2) student learning outcomes, course requirements, interactions and collaborations, multimedia texts (that can range from journal essays to Ted talks to articles from international press to images of environmental artists), and out of class projects, promote interdisciplinary learning; 3) the semester course confronts borders and boundaries of static college curriculum around sustainability as we examine global and local understanding of sustainability, which is a pre-requisite for a residency at the University of Wales Trinity Saint David where students crossed international borders and boundaries to conduct research of sustainable policy and enculturation in Wales, United Kingdom. Students attended interdisciplinary symposiums and work collaboratively with students representing different disciplines from the University of Wales; and 4) we delicately navigated the College’s curricula policy and bureaucracy to gain approval for a paradigm shift to use the concept of sustainability as a “pedagogical big idea” to assure that students would fulfill either of the Liberal Studies Curriculum requirements: Global Issues for Common Good or Artistic Experience.

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River’s Edge Academy Students Collecting Water Values at Sucker Lake
Photo by Jonee Kulman Brigham

River Journey: Art-led, Place-based, Experiential Environmental Education

By Jonee Kulman Brigham

This case study describes an art-led environmental education project at an environmental charter high school in Minnesota. The project is a pilot of the model called Earth Systems Journey, and the theoretical approach of this model is summarized. Its goal is to provide experiential integration: a sense of self and place that are integrated with each other. The case study project, called “River Journey: Exploring the Value of the Mississippi River,” took place in the 2014-2015 school year with students in grades 9-12. River Journey takes students on a journey of their place in the local water cycle to discover how the water that flows through their school’s kitchen sink is interconnected, both upstream and downstream, to the Mississippi River through water and wastewater treatment and distribution infrastructure. Students create a GIS story map as a way to reflect on and integrate their learning and as a public educational resource. The idea of river exploration expands throughout the curriculum in the second half of the year, and another set of GIS story maps explore the river from the perspective of personal stories, population-water resource tensions, water as a strategic element in the Civil War, and ecological issues that occur along the length of the Mississippi River. Art and story inform the design of the journey and its dramatic props, including GIS, used throughout the experience.

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Ifunanya Ezimora, Cindy Frantz, John Perterson, Rumi Shammin, Oberlin College

Transforming Despair: Narratives on Global Warming and its Effects

By Ifunanya Ezimora

Ezimora et al JSE Nov 2015 Hope Issue PDF share: Bookmark on Delicious Digg this Recommend on Facebook Tip on Hyves Mixx it up Share via MySpace Share on Orkut Share on Reddit Share with Stumblers Tweet this Follow this posts comments

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Teicher, A. (2009). צילום:ד"ר אבישי טייכר [Senses Garden in Holon, Israel] [Photograph]. Creative Commons Attribution 2.5 Generic license. PikiWiki - Israel free image collection project. Retrieved from http://commons.wikimedia.org/wiki/File:PikiWiki_Israel_4954_
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Senses of Wonder in Sustainability Education, for Hope and Sustainability Agency

By Marna Hauk, Elise Baker, Rudina Cekani, Kristy Gonyer, Ciarra Green, Katelyn Hale, Linda Hoppes, Kimberly Kovac, Tess Kreofsky, Claire Lagerway, Daniela Perez, Richard Presicci, Heidi Schmidgall, Jenka Soderberg, Kaileigh Westermann and M. Zimdars

Abstract: Recent sustainability education theorists have identified a gap in the research literature regarding sensory entanglement and wonder in sustainability education. Sensory entanglement and wonder are requisite because they bring valuable shifts supporting a more critical and transformative kind of sustainability education by (1) awakening a compassionate connection with the living world, (2) nurturing alternative epistemologies, (3) providing a strengthening function for sustainability educators and their co-learners, for stamina and ongoing engagement, and (4) generating sustainability agency and an active and authentic hope to sustain a sense of the possible in the midst of the dire. This article focuses on how awakening the senses to foster a sense of wonder can nurture grounded, authentic, active hope and agency in sustainability education. It is authored collaboratively by sixteen graduate course participants and faculty co-researchers who discuss interrelated theories pointing to a need to foster senses of wonder in sustainability education. The researchers work in research teams to explore experiential and sense-based hope- and agency-building curricula. Findings include activities and reflections across the five senses as well as with the sixth sense, intuition. Sensing, listening, intimate observing, imagining, feeling, entangling, and wondering can shift unsustainability epistemologies and transform human and cultural engagement. The sense of sound can be immersive and resonant, lending learners to relational and multispecies sensing. Scent can catalyze wonder and inspire experiential, holistic growth and integration of time. Savoring in the sense of taste can extend learners from survival to joy, offering opportunities for mindfulness that can connect cultural and biocultural mutualisms and collaborative sustainability agencies. Pattern sensing for similarity using the visual sense of wonder can support connected knowing and ecological vision. The sense of touch can offer a continuous and mutual comfort and belonging. Visual pattern and texture scavenger hunts can cultivate these sustainability sense capacities. The sixth sense, intuition, opens learners to imaginative, transformative, and connective ways of knowing as place and planet, stimulating hope-giving, integrative sustainability agencies.

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Permaculture as Hope and Agency for Sustainability

By Tina Evans

Abstract: This interview-based article discusses how permaculture philosophy, practice, and education represent important avenues for sustainability-oriented hope and agency. The author interviews Permaculture Design Certification instructors from the Central Rocky Mountain Permaculture Institute’s two week long course held in summer 2015. Interviewees offer perspectives on permaculture as a well-founded and well-developed philosophical approach to sustainability, as a framework for practical application of sustainability principles, and as a foundation for community organizing and development. The author seeks to inspire sustainability educators and practitioners to consider permaculture as an important vehicle for teaching, learning, and doing sustainability.

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Collaboratively Creating and Sustaining Hope and Agency

By Sherie McClam, Alan Cass, Christina Connors, Diane Frawley, Sadie Heald, Autumn McPartlin, Cheryl Orifici and Lisa Papernik

Abstract: This article reports on an autoethnography in which eight researchers interrogate their experience in a cohort-based education for sustainability advanced certificate program for evidence of practices that generated hope and agency, and worked against the hopelessness that can come with studying problem as big and seemingly insurmountable as sustainability. They found that learning about and tackling wicked problems as a community of practice undermined debilitating pessimism and generated productive hope and collective action.

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Regenerative Hope: Pedagogy of Action and Agency in the Learning Gardens

By Dilafruz Williams

Abstract: Moving beyond the despair resulting from what appears to be a tipping point of life systems due to climate change, this narrative presents a possibility for regenerative hope. The article begins by discussing an emergent typology of hope that includes hokey hope, resolute hope, mythical hope, patient hope, hope deferred, sound hope, authentic hope, critical hope, and transformative hope. Drawing upon this typology, a model for regenerative hope is developed with the following features: care and conviviality, experience and engagement, imagination and joy, risk-taking and belief in possibilities, and critical sensibilities and transformation. Series of photos and voices of youth from a low-income middle school actively engaged in the learning gardens are presented as practical examples of pedagogy of action and agency manifested as regenerative hope.

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At Lipscomb Academy

Learning Green: Perspectives from U.S. Department of Education Green Ribbon Schools Educators

By William Sterrett and Scott Imig

Abstract: Opportunities abound for educators to rethink the way teaching and learning occurs for today’s students. Taking time to focus on learning outdoors, on making healthy choices, and on fostering a sustainable learning and living environment is transforming the way schools work across the nation. Through the lens of the three pillars of the U.S. Department of Education Green Ribbon Schools (ED-GRS), this article described examples from a range of school sites and includes the voices of administrators, teachers, and staff in revisiting how we teach, learn, and lead. Helpful tips regarding school sustainability round out the article to provide “next steps” for the reader.

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Discourses of Hope in Sustainability Education: A Critical Analysis of Sustainability Advocacy

By Gerri McNenny and Jan Osborn

Abstract: If we are to educate the coming generation about the threats to the environment and the consequences of the excesses of human actions on our planet, educators need to consider critical pedagogy as a means of engaging students in thought and action. This article examines texts from prominent sustainability advocates and researchers, analyzing how they frame sustainability on a spectrum of hope that will then enable educators to address sustainability education with a realistic sense of agency while preparing students to meet the challenges for a sustainable future. Suggestions for pedagogical applications are included for each category across the spectra of hope.

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Group shot at the Isle Royale Windigo sign 2010

Empathy and Agency in the Isle Royale Field Philosophy Experience

By Lissy Goralnik and Michael Paul Nelson

Abstract: For five years we taught a field philosophy course in Isle Royale National Park to study if and how wilderness experience, coupled with a care-based and community-focused curriculum in place-based ecology and environmental ethics, could help students develop empathy for nonhuman nature. Empathy for the natural world can positively impact environmental attitudes and behaviors; empathy also plays an important role in citizenship skills and actions. Using a constructivist grounded theory qualitative analysis of student pre-, on-, and post-course writing, we found that students consistently demonstrated shifts in empathetic awareness and individual agency all years but one, when the course size was larger. Several factors impacted the development of an empowered sense of self and moral agency, including: the use of narrative and storytelling in the curriculum, the inclusion of student-driven choice-based assignments, and group size. Experiential environmental learning focused on the development of empathy can provide a meaningful path for students to bridge moral agency, environmental attitudes and knowledge, and citizenship skills and behavior so they can connect their values with action These results have consequential impacts for sustainability learning and action.

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Finding Heart: Generating and Maintaining Hope and Agency through Sustainability Education

By Tina Evans

Abstract: In his landmark book Native Science (2000), indigenous educator Gregory Cajete eloquently articulates the motivations and questions that drive this study. For Cajete, effective education of our time entails “finding heart.” Finding heart is an active process within and beyond the person. It is evident in ethically and spiritually grounded work and being that embody meaningful connection to and care for others and nature (p. 288). This article relates to the process of finding heart through sustainability education. It presents a grounded-theory-based study of aspects of sustainability education that motivate or detract from activating hope and agency among undergraduate college students. Specific aspects of conceptual and social engagement, as well as the duration of these effects, are examined in some depth, with the voices of students themselves reflecting the diversity, depth, and power of their experience. The author concludes by suggesting that generating hope and agency among students is a vitally important outcome for sustainability education as part of the larger movement for sustainability. She also suggests curriculum design considerations for effectively activating hope and agency among students.

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Figure 1: Mandala created by students during a recent class session.

Cultivating Hope through Contemplative Methods

By Rebecca Vidra

Abstract: Integrating contemplative methods into discussions of sustainability can create a sense of hope and agency in our students. In this case study, I present four tools that I use in my upper-level undergraduate/graduate seminar to engage students more deeply in reflection on topics in environmental ethics.

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Finding Hope and Gratitude in the Climate Change Classroom

By Stephen Siperstein

Abstract: Through several original poems and contextual narrative reflection, “Finding Hope and Gratitude in the Climate Change Classroom” explores what it means to be a climate change educator and reflects on the author’s own experiences with cultivating agency and hope in the classroom.

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Teaching Kincentric Ecology in an Urban Environment

By Enrique Salmon

Abstract: The author has written extensively about American Indian relationships to the natural world with a focus on his published concepts of kincentricity and kincentric ecology (Salmon, 2000). Both are explanatory models of how American Indian cultures feel a sense of direct relationship and responsibility toward their surroundings. Traditional American Indians understand that they are directly related to everyone and everything in their natural surroundings. Everything in one’s environment is animated with a life force. How then does one teach kincentric ecology in an urban environment? A suggestion is to assign projects that will help students recognize the relationships happening all around them and to recognize that we humans exist in a relationship with everything around us. The author devised a project asking students to make periodic observations of the sun and/or moon. In the process of their observations students were asked to become aware of and to journal about their surroundings during their observations. The result was that students became periodically immersed in their natural surroundings and were, therefore, exposed to a facet of kincentricity.

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Silver Linings: A Phenomenology of Hope and Purpose in Climate Change and Sustainability Education

By Kimberly Langmaid

Abstract: Hope is a human process of discovery and perseverance that is based in personal values, a vision of the future, and a sense of purpose. This essay gives a brief overview on the role of phenomenological research in discovering the meaning of people’s lived experiences, such as the experience of hope. An example of phenomenological research on field ecologists’ lived experiences of climate change is provided in order to illuminate the experience of “silver linings” as the experience of hope while living in the midst of the dark cloud of climate change. An overview of a reflective curricular activity designed to cultivate hope and purpose in sustainability studies is provided.

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Speaking Our Truth: A Dialog on Hope and Agency in Education and Life

By Tina Evans and David Greenwood

Abstract: The authors engage in a written dialog about their experiences with and understanding of hope and agency in the context of higher education happening in the midst of many converging crises of sustainability. The authors discuss their personal and professional views about teaching sustainability and about leading and collaborating in sustainability-oriented efforts. They consider sustainability and sustainability education efforts as both internal processes that take place within the person and external processes oriented toward others and the world. They explore questions of leadership and authority in relation to hope and agency and discuss the importance of making and communicating honest appraisals of the current situation of humans and the biosphere as a basis for fostering clear-eyed hope and agency in themselves and students.

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Book Review: The Forest Garden Greenhouse by Jerome Osentowski

By Tracey Urbick

Abstract: Book review of The Forest Garden Greenhouse by Jerome Osentowski.

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Book Review: Peace Ecology by Randall Amster

By Lenka Studnicka

Abstract: Renowned author and professor Randall Amster embraces peace ecology as a way to engage in cooperative actions and practices that build community and foster resilience. Peace Ecology bridges the gap between social and environmental sciences, highlighting important ethical and interdisciplinary aspects of the field of peace studies and showing how these relate to both human communities and the places in which they are embedded.

Amster, R. (2015). Peace ecology. New York: Routledge.

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Book Review: Crimes against Nature: Squatters, Poachers, Thieves, and the Hidden History of American Conservation by Karl Jacoby

By Dennis Lum

Abstract: Reviews the book Crimes against Nature: Squatters, Poachers, Thieves, and the Hidden History of American Conservation by Karl Jacoby. Discusses how this work reveals the often hidden consequences of the early conservation movement for land-based people.

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