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dc.contributor.authorGauvin, Rachelle
dc.date.accessioned2021-08-26T22:12:50Z
dc.date.available2021-08-26T22:12:50Z
dc.date.issued2021-08-26
dc.date.submitted2021
dc.identifier.urihttps://viurrspace.ca/handle/10613/24495
dc.identifier.urihttp://dx.doi.org/10.25316/IR-16317
dc.description.abstractAs an environmental educator, I am interested in helping students learn from the natural world. In this phenomenological autoethnography, I outline some major lessons I learned from local nature while site-sitting, listening, reflecting and journaling by the Bow River in Calgary, Alberta. In apprenticing myself to the beings around me and paying attention to what they could tell me, I learned to let their teachings flow through me to tell a story about what can emerge when one fully pays attention. Inspired by traditional knowledge and worldviews, I developed an ethic of respect and reciprocity with the land around me and its inhabitants. Four fundamental themes emerged: paying attention, community, patterns and cycles, and belonging. I concluded that the natural world is a wonderful model of resilient communities and reciprocity, and that there are many ways for educators to allow Nature to be a respected co-teacher. This autoethnographic work was transformative, bringing forth a more reflexive worldview and allowing me to see the world as alive, animate, and full of teachers. Ultimately, I hope that these lessons can serve as an invitation for others to begin seeing the world with new eyes too.
dc.subjectAutoethnography
dc.subjectEnvironmental Education
dc.subjectNature as Teacher
dc.subjectPhenomenology
dc.subjectPlace-Bonding
dc.subjectSite-Sitting
dc.titleTeaching and learning in respectful reciprocity : an autoethnographical account of an educator’s apprenticeship to nature
dc.date.updated2021-08-26T22:12:52Z
dc.language.rfc3066en
dc.degree.nameM.A. in Environmental Education and Communication
dc.degree.levelMasters
dc.degree.disciplineSchool of Environment and Sustainability


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