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Program Friday July 20
All sessions and workshops held at Yukon College unless otherwise specified.
8:30 - 10:00
Session A - Room T1023
Round Table
Title:
Savin' Raven: An Alaskan Game of Environmental Challenges
Although many fine environmental curricula exist, they do not clearly
address environmental issues specific to rural Alaska. This board game
is part of a culturally-appropriate educational kit being developed to
help rural Alaskans address solid waste and water quality issues.
Author: Rayna Swanson, RurAL CAP, Alaska, USA rayna@ruralcap.com
Title:
Research on Environmental Educators in Vietnam: Towards Helping People
Situate Their Stories and Away from Behaviour Change Agents
Summary: The presentation begins with an analysis at the variety of EE
programs in Vietnam and their tendency to focus on trying to manipulate
certain behaviours to become more environmentally responsible. Alternative
programs are then discussed, focusing on the role of the educator as helping
people situate their life stories with glocal issues, histories and possible
futures.
Author: James Gray-Donald, University of Toronto, Canada james.gray.donald@utoronto.ca
Title:
Education for the Preservation of Medicinal Plant Knowledge
The development of an education program to encourage the preservation
of local knowledge of medicinal plants through a public participation
process is important for sustaining a local communities cultural identity
and knowledge while encouraging a balance between forest viability, plant
survival and healthy communities.
Author: Tara Campbell, Graduate Student, York University, Toronto, Canada stara@ziplip.com
Title:
Changing Our Stories: Towards a More Inclusive Discourse About Sacred
Geography
A critique of the existing "narratives" about sacred "sites"
in the fields of anthropology, archeology, and Traditional Use Studies
(TUS) and Traditional Ecological Knowledge (TEK). The current language
used in the classrooms and the courtrooms about sacred "sites"
of North America is rooted in Western discourse about nature and the sacred.
The term "site" implies something measurable and bounded and
does not include the wider, more fluid, context within which sacred "geography"
or "environment" exists, or emerges, such as the air and the
wind nor does it include the potential transitory nature of sacred locations.
An invitation to collectively explore a more inclusive, respectful discourse
about sacred environments in North America.
Author: Helene Demers, Malaspina University-College, BC, Canada ebus85@island.net
Title:
Transmission of Environmental Values through Environmental Science Programs:
Case Study of Dalhousie University's Environmental Science Program
With the earth in crisis, universities should help students achieve a
worldview that includes a feeling of responsibility to the earth. This
research examines an environmental class to determine whether it has an
impact on the environmental values of its students.
Author: Emily
McMillan, School for Resource and Environmental Studies, Dalhousie University,
NS, Canada
emilymc@bigfoot.com
Session
B - Room C1440
Title:
Mother Earth, Brother Bear: The Importance of Language when Telling our
Stories
Language is a pervasive educator. It shapes and expresses people's understanding
of the world they experience. In environmental education, language conveys
an understanding of the natural environment. Analysing language, through
metaphor, allows one to discern the way a particular culture understands
and experiences the natural environment. This presentation examines, through
metaphor, the discourses about nature that prevail in Western and Aboriginal
cultures.
Author: Kimiko
von Boetticher, Haida Gwaii Marine Resources Group Association, Masset,
BC, Canada
hgmrgakb@island.net
Title:
Gilbert White Never Came This Far South. Naturalist Tales and Environmental
Meta-narratives
In this presentation I look for epistemological guidance in naturalist
tales. I suggest a prototype of naturalist knoweldge as structured around
a life and a place. I use some examples to explore some educational implications
of this reading of "naturalist."
Author: Andrew Brookes, La Trobe University, Australia a.brookes@latrobe.edu.au
Title:
Children's Stories About Common Animals: Narrating Ethics of Friendship,
Freedom, and Fear
Children's imaginative stories about their kinship with other animals
contribute wonderful insights into merging notions of child development
and bioethics. The children's stories play with concepts of friendship
across species, and explore concerns about animal freedom and fear between
species.
Author: Leesa Fawcett, York University, Toronto, Canada lfawcett@yorku.ca
Session C - Room C1530
Title:
Mutual Learning and Knowledge Transfer in the Fundy Model Forest
This qualitative research is aimed at understanding mutual learning and
knowledge transfer within the Fundy Model Forest Partnership. A representative
from each of the 31 partner organizations was interviewed. The semi-directed
interviews were transcribed and coded using the software Atlas.TI. We
then identified recurring themes from the data, following the thematic
analysis method.
Authors: Omer
Chouinard and Johanne Perron, Université de Moncton, Canada Will
present in French
chouino@Umoncton.ca
Title:
An Investigation of Teachers' Motivations and Perceptions in Attending
a Residential Environmental Education Centre
What do we know of teachers' motivations and barriers for involving themselves
and their students in extended field trips? Learn about a selection of
teachers' decisions to participate in a school district residential environmental
education program.
Author: Diane Schartner, North Vancouver School District, Canada dschartn@netcom.ca
Title: Using Narrative and Experience to Teach Integrative Skills in Environmental Studies
This presentation explores the use of experiential narratives and stories, both an instructor's and those of students with field research and professional experience, to develop conceptual and practical environmental studies skills. These skills comprise methods, processes, and issues in integrating multidisciplinary information and varied personal perspectives in the context of understanding and resolving challenges faced by people and the environment in particular places.
Author: Scott Slocombe, Wilfred Laurier University, Waterloo, Canada sslocomb@wlu.ca
10:00 - 10:30
Refreshment Break - Yukon College Cafeteria
10:30 - 12:00
Workshop A - Room T1023
Title:
Developing Perspectives through Field Studies
Students in the Experiential Science 11 program develop perspectives through
a variety of field studies. We teach a number of environmental monitoring
protocols and provide students with a variety of relevant field studies.
These studies engage youth, and provide students with opportunities to
establish their own perspectives based on their observations.
Author: Bob Sharp, Whitehorse, Canada bobsharp5@hotmail.com
Session
A - Room C1530
Title:
Life is a Masquerade, or, AWoman's Story Revealed in One Final Act
Summary: The telling of Nicole's suicidal story is an inquiry in the personal
/ collective healing aspects of narrative research. Participants in this
workshop are invited to (1) share their evoked stories through dance and
drama narratives; and (2) imagine different end-stories asking the question:
"What if?"
Introductory
comments to this presentation (or in pdf).
Author: Monique
Giard mgiard@interchange.ubc.ca
Actors/presenters: Brenda Firman, Monique Giard, Ruth Raziel, and Larson
Rogers, University of British Columbia, Canada
Session B - Room C1440
Title:
How Do We Tell What Are "Good" Action Research Stories?
This presentation will offer tentative criteria for judging the quality
or "goodness" of participatory action research. These criteria
encompass questions of rationale and moral purpose, relationships and
voice, epistemology and methodology, social and personal transformation,
and professional commitments and obligations.
Author: Bob Stevenson, University at Buffalo, NY, USA eoastevo@acsu.buffalo.edu
Title:
Narrative, Knowing, and Emerging Methodologies in Environmental Education
Research
The purpose of this presentation is to explore the potential of narrative
inquiry as an emerging methodology within qualitative forms of inquiry
in environmental education research. If the value in the story is really
the answer, then how to find it is a debatable question.
Author: Paul Hart, University of Regina, Canada paul.hart@uregina.ca
Title: The Universe Story as the Context for Environmental
Education
This presentation will introduce the "universe story" as the primary context for environmental education. The presentation will develop an educational context within a cultural context of "transformative learning." A defintion of transformative learning will be developed within three modes of understanding. The three modes are survival, critique and resistance and the third is visionary creativity the definitional contexts of transformative learning will be examined under all of the three modes.
Author: Edmund O'Sullivan, OISE/University of Toronto
12:00 - 1:00
Lunch - Yukon College Cafeteria
1:00 - 2:30
Workshop A - Room T1023
Title:
Climate Change: Global Issue / Northern Issue
Our climate is changing! Come explore the causes and consequences of climate
change, with a particular focus on its impact in the North. Gain innovative
tools for issue analysis and valuable information in climate change, and
hear inspiring community stories.
Author: Harmony Foundation, Canada harmony@islandnet.com
Session
A - Room C1530
Title:
Fostering Relationships Between Environmental Education and Environmental
Ethics
This presentation develops a framework to evaluate an environmental education
program for teaching/fostering values and ethics. Following a brief examination
of practitioner research, three case studies are presented and evaluated
in light of the framework.
Authors: Sara
Tillett & Linda Hamilton, Whitehorse, Canada
saratillett@hotmail.com, jofarrel@polarcom.com
Title:
Capturing Canada's Green Advantage - A Collaborative Research Model",
and talk a bit about BIOCAP'snational role in Greenhouse Gas Management
Canada has a Green Advantage. Our vast forest and agricultural resources
have the potential to capture carbon from the air, transforming it into
crops, valuable products and renewable energy, as well as enhancing biodiversity
and natural ecosystems. BIOCAP Canada is a national, multi-disciplinary
university-based research foundation exploring how Canada’s natural
resources can be used sustainably to address the challenges of climate
change and greenhouse gas management. Environmental education and understanding
of the relationship between science, technology and society is key to
communicating with the public about how our forests and farmlands can
provide a renewable and cost-effective supply of bio-energy and materials,
thereby Capturing Canada’s Green Advantage.
Author: Holly Mitchell, BIOCAP Canada Foundation, Canada mitchelh@biology.queensu.ca
Title:
Science as Art
Take a group of secondary Arts students whose interests focus on music,
art, drama, and dance. Workshop with these students to give them knowledge
about fundamental scientific principles of contaminants. Produce a captivating
video that teaches other students about contaminants. We would like to
share the materials developed by the students as they tell their story
of contaminants in their northern environment.
Author: Jeanne Burke, Yukon Contaminants Committee, Canada
Session
B - Room C1440
Title:
An Ethic of Attunement and the Educational Process
In this paper, I propose to sketch out an ethic of attunement, which takes
ecosystem integrity as a foundation for thinking about ethical obligation.
It is an ethic that requires taking the tensions of ecosystem processes
and conditions into account when making judgments about right and wrong.
It does not offer a deductive or axiomatic system, but is nevertheless
a systematic approach to ethical deliberation. It is in part an ethic
based on co-primary principles such as sustainability, harm, respect and
freedom.
Author: Bruce Morito, Athabasca University, Alberta, Canada brucem@athabascau.ca
Title:
Knowing Nature Consistent with Nature's Experience
My concern is whether nature can be treated as literature without damaging
its integrity and the integrity of what it can teach and whether environmental
education is currently capable of any methodology other than a literary
approach? Is it possible to recover primal sensibility in natural areas
and should this restoration be a central objective of environmental education?
Author: Joe Sheridan, York University, Toronto, Canada sheridan@EDU.YorkU.CA
Title:
The Moral Epistemology of Indigenous Stories
Why is storytelling the preferred form of instruction in indigenous cultures?
One answer is that, while in Euro-American philosophy epistemology is
tied to belief, truth, and justification, in indigenous philosophy epistemology
is tied to respect, practice and "responsible truth."
Author: Jim Cheney, University of Wisconsin-Waukesha, USA shagbarkhickory@juno.com
2:30 - 3:00
Refreshment Break - Yukon College Cafeteria
3:00 - 4:30
Plenary Panel: Details to be announced - Yukon Arts Centre
4:30 - 6:00
Break -- on
your own
6:00 - 10:00
Banquet and Entertainment, Yukon College Cafeteria
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