Draft Program Thursday July 19
All sessions and workshops held at Yukon College unless otherwise specified.
8:30 - 9:00
The Day's Announcements, Debbie Gohl - Yukon Arts Centre
9:00 - 10:00
Plenary Speaker: Robert Bringhurst - Yukon Arts Centre
Title:
The Tree of Meaning
Reflections on a decade of reading and translating nineteenth-century
Haida oral poets.
10:00 - 10:30
Refreshment Break - Yukon College
10:30 - 12:00
Workshop A - Room T1023
Title:
Environmental Education through a Field-based Camp Agenda
Summary: The purpose of a Resource Recreation and Tourism Field Camp is
to provide students with an opportunity to gather experiences through
a variety of practical, experiential and on-sight evaluations of tourism
and recreation management practices.
Author: Jeffrey B. Zeiger & Sanjay Nepal, University of Northern British Columbia, Canada
Session A - Room C1440
Title:
Exploring the Connections Between Science and Environmental Education:
Implications for Curriculum Planning
Though science and environmental education come from distinct and separate
frameworks, they are often confused by the nature of their often similar
subject matter. This session will highlight the differences among "science
education" and "environmental education" paradigms or frameworks
and explore connections in the context of curriculum planning. Examples
from Ontario and BC curricula will be used to illustrate similarities
and differences in EE perspectives.
Authors: David
Zandvliet, Simon Fraser University & Ali Sammel, University of Western
Ontario, Canada
dbz@sfu.ca
Title: World View and Nature in Science Education: Learning Care as Good
Science
How does science education shape student views of the natural world, and
thus mediate human-nature relations? In this presentation I explore common
portrayals of nature in science education, how such portrayals relate
to differing world views and orientations to nature, and finally, the
implications this has for a morally, intellectually, and ecologically
defensible view of scientific literacy. In doing so, I draw from my own
experiences as a science educator seeking to find room for students' moral
and/or spiritual development vis-a-vis nature in secondary science education.
Author: Larson Rogers, University of British Columbia, Canada lmrogers@pop.interchg.ubc.ca
Title: Fostering a Sense of Wonder: Primary Teachers'
Experiences in the Outdoor Classroom
We will explore stories about appreciation, sense of place and collaboration
as shared by three primary teachers who used the outdoor classroom from
fall equinox to winter solstice, 2000 during action research as part of
a Master's thesis. Possibilities related to place, program and people
will be presented.
Author: Marcia
Klein, University of Saskatoon, Canada
mgk127@mail.usask.ca
Session
B - Room C1530
First Nations Panel: Details TBA
12:00 - 1:00
Lunch - Yukon College Cafeteria
1:00 - 2:30
Workshop A - Room T1023
Title:
Snail Trails and Science Tales…Inventing Scientific Knowledge
Science knowledge is stories told by scientists. Theories are either compelling
and accepted by other scientists and the public, or, if they lack elegance
and believability and are put aside or discarded. Learn to tell science
stories while learning science.
Authors: A.
Michael Marzolla & Richard Ponzio, University of California, USA
ammarzolla@ucdavis.edu & rcponzio@ucdavis.edu
Session
A - Room C1440
Title:
The Stories (Woman) Teachers Tell: Seven Years of Community-Action-Oriented
Environmental Education in the North of Portugal
Since a group of 13 woman teachers (and one man) qualified as teacher
trainers for a model of community-action-based environmental education,
stories have multiplied of the variety and impact of community interventions,
several involving local and women's knowledge.
Author: Patrícia Fontes, University of Minho, Portugal joyce@iec.uminho.pt
Title:
They May Have Piped Up the Creek, But Not the Process: Exploring Intersections
of Historical Ecology, Urban Ecology, and Community Organizing
This presentation tells the story of Taddle Creek, a buried creek in downtown
Toronto, Canada. It is a story told through images and narrative, and
one common to many creeks in cities. But the story isn't over-Taddle Creek
continues to inspire communities.
Author: Eduard
Sousa, York University, Toronto, Canada
taddlecr@yorku.ca or esousa@city.toronto.on.ca
Title:
Cleaning Up Stormwater in Bronte: A Case Study of Environmental Meanings
and Action
People's perspectives and standpoints on environmental issues are shaped
by a range of factors related to personal experience, locality, values
and cultural/subcultural norms. This presentation discusses these factors
in reporting on the researcher's engagement in participatory stormwater
education with the community of the Bronte valley, a beachside suburb
in Sydney Australia-an area of high environmental significance. We draw
on the stories and experiences of various actors in the stormwater project
through textual analysis of in-depth interviews, discourse analysis of
relevant policies and analysis of the broad context for environmental
concerns in New South Wales. This research supports a highly contextualised,
place-based interpretation of peoples connections to environment and action.
Authors: Roberta
Ryan, Consultant & Geoff Young, Environmental Protection Authority,
Australia
youngg@epa.nsw.gov.au roberta@elton.com.au
Session
B - Room C1530
Works in Progress
Title:
It's Not Just What You Say, But How You Say It: An Exploration of the
Ethical Dimensions of Metaphor and the Phenomenological Act of Narrative
Moral education is an obvious aim of fables and parables. More subtly,
however, almost any narrative has a moral dimension through the use of
metaphor, and, beyond its content, storytelling is an ethical act through
phenomenological engagement.
Author: Traci Warkentin, PhD Candidate, York University, Toronto, Canada traciw@yorku.ca
Title:
The Story of Parks
Could storytelling save Canada's park and protected areas? Is educating
the park visitor the key to park success? Exploring educational and interpretive
strategies within park and protected areas in Northern Canada.
Author: Jillian Henderson, Graduate student, York University, Toronto, Canada jillian_henderson@hotmail.com
Title:
Student Involvement in Community Action Research Projects
This presentation will explore the pedagogical tensions in a student action
research project. In the context of an environmental studies course, students
identified, researched and took action on their major issue of concern:
lack of appropriate environmental education in public schools.
Author: M.J. Barrett, Graduate Student, York University, Toronto, Canada mjb@yorku.ca
2:30 - 3:00
Refreshment Break - Yukon College Cafeteria
3:00 - 4:30
Workshop A - Room T1023
Title:
Writing about Place: A Participatory Workshop
E.L. Doctorow once said, "Good writing is supposed to evoke sensation
in the reader, not the fact that it is raining, but the feeling of being
rained upon." Taking our cue from David Abram's urging to use language
to awaken the life of the senses, we are going to use the tools of the
poet and the fiction writer to tell stories that come alive. Excerpts
from celebrated writers of the natural world will show us how they use
concrete sensuous detail and rhythmic language to ground us physically
and imaginatively in a particular locale. Short writing exercises will
provide an opportunity to practise sensory storytelling skills by exploring
the places we are most familiar with, and rendering them vibrant for others.
Author: Patricia Robertson, Yukon College, Whitehorse, Canada probertson@yknet.yk.ca
Patricia Robertson is a creative writing instructor at Yukon College, a poet and fiction writer whose short story collection City of Orphans was nominated for the B.C. Book Prizes.
Session
A - Room C1440
Title:
Who is Telling Stories in the Mountains? Government, Scientists, NGOs,
or Villagers?-An On-going Story About the Co-management of National Parks
in Taiwan
Different roles through their own glasses and use their own language to
tell stories about the forest, and thus have different imaginations, values
and interpretations of nature. In a co-management regime, the stories
told by the local aboriginal tribes should be listened!!
Author: Yi-Shyr Chung, National Taiwan Normal University, Taiwan grunen@pchome.com.tw
Title:
Wild Berwyn or Coy Nature Reserve? Can We Preserve our Wildernesses Without
Taming Them?
This presentation examines the role of "wilderness" in 21st
century human lives in the U.K. Conservation strategies designed to preserve
and maintain semi-natural heather moorland are examined against a background
of the results of six years of vegetation studies in the Berwyn Mountains
in Mid-Wales, and the Scottish Highlands, U.K.
Author: Ronald A.S. Johnston, University of Wales College Newport, UK ronald.johnston@newport.ac.uk
Title:
Let The Mountains' Speak, Let The Rivers' Sing......but what do they say
and what is left unsaid?
This presentation will focus on a theoretical framework which values different
ways of knowing. Take for example Arne Naess' ecological ontology where
the basic premise is that humanity is inseparable from nature. If humanity
is deemed to be in some way dependent on nature then it would appear that
there is a degree of self-interest in protecting nature. If this ontological
position is adopted then there are implications for the practice of educators
working in the outdoors.
These implications will be explored through a framework of epistemological
diversity which values experiential, theoretical and practical aspects
of knowledge.
Author: Robbie Nicol, University of Edinburgh, Scotland robbie.nicol@ed.ac.uk
Session
B - Room C1530
Works in Progress
Title:
Letting Go: Environmental Education as Learning From the Land
One major intervention for troubled youth in Northern communities embraces
the vitality `of life by returning the youth to the land. This presentation
explores possibilities for developing on-going school programming that
makes space for learning from the environment.
Author: Brenda Firman, University of BC, Vancouver, Canada brendafirman@hotmail.com
Title:
Sharing Environmental Ideas
Environmental education follows a western model, which is exclusionary
and colonizing to marginalized groups. Mainstream environmental educators
are not aware of the colonizing influence in the content of their programs-it's
their own voice, anyway. My hypothesis is that educators from marginalized
communities should be more aware of the colonizing influences, and are
more likely to derive environmental education programs that incorporate
non-colonizing influences. I will explore the differences between environmental
education done by the mainstream and by communities who are resisting
marginalization.
Author: Alison Neilson, OISE/University of Toronto, Canada aneilson@interlog.com
Title:
Living in the Basement of the Ivory Tower: A graduate student's perspective
of participatory action research within academic institutions.
This session will examine the potential consequences of "teaching"
and "doing" participatory action research (PAR) within academic
institutions. Emphasis will be on my doctoral research examining the use
of PAR in higher education curriculum on social and ecological sustainability.
Author: Janet
Moore, PhD student, University of BC, Vancouver, Canada
janetmoo@interchange.ubc.ca
4:30 - 6:00 pm
Break -- on
your own
6:00 - 7:30
Supper and social time - Yukon College Cafeteria
7:30 - 9:00pm
Public Lecture
with David Abram - Yukon Arts Centre
Talking to the Ground: Storied Language and the Wild
Intelligence of the World
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July 18 program | Friday
July 20 program
