CJ #5

After reading the Eco feminism reading I was able to put two things together. 1. I realized that we need to disrupt the boundaries that we are given. Even when we are told or as teachers are telling our students that they have “free choice” there is still always limits and boundaries that seem to cage us inside of a box of which we are defined. When we visited Morgan she explained that she takes her students to a near by park and gives them minimal instructions and lets them wander, explore, and do what they have to do to make connections to what they are learning. First thing that popped into my head is, YOU by YOURSELF are taking 24 students to a park and letting them go wild. Good for you- I will NOT be doing that myself. Then I thought of all the boundaries these students could have to make it easier on myself, and on them. and THEN it hit me. Of course, we are naturally trained to obey rules and wait for instructions. So, Morgan admitted that at first she had boundaries and instructions for all the activities her students were to preform and accomplish. Then she realized what her students were capable of. She started with an inquiry question and then let them explore. She let her students decide how they were going to comprehend the information given and what they were going to do with it. 2. The second thing I connected too after Audrey broke down the article for us- because let’s face it, we all were some what confused when reading it by ourselves, is the difference between language and discourse. Language being the literacy, the words we use, how we write, and how we read. and discourse being our lifestyles, bodies, and how we embody everything.
So my visual is words. a BUNCH of words that came to my head when i thought of identities that described me as a person and some of the boundaries I face in everyday life. Whether they are good boundaries, or frustrating ones.


CJ #4: Learning with Stories

When we did the Blanket Exercise that was the first time I have participated in that activity. It was a huge shock to me that half of the scripts being read I have not heard about before or have only learn brief details about. The blanket exercise told us the hardships First Nations were facing at this time, and discussed colonization as well. It was an eye opening experience as each part was told through a different perspective. In the Article Community Story Circles, I focused on the fact that story telling disrupts the traditional way of Instruction. Stories are a great way for children and even us as teachers to learn. I think it makes it easier to connect to what is happening, and dig for a deeper meaning. ESCI has taught us how to disrupt the traditional way of teaching and get ourselves and our students out of the classroom in order to grow and connect. The Blanket Exercise was a great opportunity to do so, and also a great tool to have under our belts going into the teaching field.

I personal place I can relate to on where learning through stories came into play, as well as a personal childhood place that I hold dear to my heart would be for sure my kitchen in my house. Everyday when I come home especially when I was younger and in high school. The kitchen was always a place where my whole family would gather to trade stories, or just converse about the week. Even for people outside of my immediate family my kitchen was always a gathering spot in my house. All my friends enjoyed sitting at our big Island talking.
When I think back on my childhood and even now the first place where I think of trading stories and valuable life lessons is in the comfort of my own home.

Meta Reflection #1

I enjoy using blogs as a way to express our feelings and our knowledge we gain in this course. It also is a great way to have the chance to share our own experiences we have had in our lives previous to this class. At first the instructions we were given that told us what we are suppose to blog about were very broad. I know personally that I had a hard time wrapping my head around this new way of not only learning but also the new way of how we were going to go about using the materials and information that we were retaining.

In my first blog of the semester I said, “My first thought about the environment is that it is everything outside. I fail to make the connection that the environment is practically everything in our day-to-day life.” Thinking back to what I only knew going into the first week of this class, I can honestly say that my mind was not yet open to the different ways of thinking and acknowledging the environment. The article I related the first blog post too was The Problem in Education. I really liked this article because in my philosophy that I have been working on expanding through my education degree already I speak highly of how we as teachers need to change our perspectives from just giving our students numbers, and we need to change up where they learn and how they learn.

When we did the braid assignment. I felt like the letter I was writing was not what the assignment was suppose to be about. I still was struggling with the fact that Audrey stated there there is no right or wrong way to write your letter or poem. I noticed that in both my braid and my first assignment I mentioned and spoke about the environment to me being related to mainly outdoor activities. Whether it was exploring out at my cabin up north or thanking my dad for all his Eco literate knowledge he has shared with me. I also benefited and took a new perspective on the environment after hearing other class mates love letters. Not one poem or letter that was read out loud sounded the same. This showed me that every single one of us has a different perspective on the environment.

In our second visual blog post you asked us to recognize the term Embodiment.  I wrote, ” Embodying the environment means having a relationship with the environment. Humans who have embodied the environment have a sense of what is wrong with our environment as well as the beautiful things it has to offer.” I think once i wrapped my head around the word embodiment it helped me add connections between our outdoor visits and our stillness exercises we do in class. When i read over my first blog compared to even just my second I can see how much I have changed how I have been thinking. I also mentioned in my second blog that when we are surrounded by wilderness we are able to understand and connect more rather then just reading about it.

In my third blog post I realized that even though I grew up and went through school without having Outdoor Ed, or environmental science it is very important that as a teacher i include this into my everyday teaching. In Newberry’s article it states that ” different knowledge troubles the learner”, which in return will form an emotional response. This to me is the important part of placed based education. Taking your students out of the classroom and having them learn from actual life experiences about environmental education will deeper their understanding and responses.”

In conclusion I have found a common factor in all of my blog posts. It seems that I comtinue relating the importance of taking real life experiences into consideration when teaching. How to think outside of the box of what education is suppose to be, to think past the restrictions of marking each student, and what they know and do not know. I also learn that I do not anything about the treaty land that I live on. I am learning the past experiences of what has happened and how everything has came to be. I did not relate any blog posts to the First Nations experience on our land long ago due to ignorance. I need to educate myself better so that I am able to educate my students and give them the knowledge they need in order to embody the wilderness and land we live on today.


Canoe Pedagogy CJ #3

I have personally never experienced outdoor within my education growing up. I have been on nature walks with classes, and have explored the wilderness on my own. I have hiked up north around Waskesiu, I did a few hikes and nature walks while I was traveling through Australia. All my outdoor experiences have been different and have taught me different things. One thing I can say that they all have in common is that there were signs and have been touched or reformed by humans. This is not necessarily a bad thing. Having signs places helps as out on where to go, what to look for, and even historical facts. This just means it is hard to experience the pure bliss of the wilderness untouched.
In Newberry’s article it states that ” different knowledge troubles the learner”, which in return will form an emotional response. This to me is the important part of placed based education. Taking your students out of the classroom and having them learn from actual life experiences about environmental education will deeper their understanding and responses. “If the land, like the Canoe, is layered, my students and I seemed to be paddling through only the Manifest layer of it.” (Newberry, pg. 31).  There is SO much to know and learn about the wilderness and about outdoor education and its impossible to know everything, but it is important that we do our best to education ourselves and our students.

My visual pictures are two pictures from my two favourite hikes and wilderness experiences. One from the top of Burleigh Hill, and the other from the Light house walk in Byron Bay Australia.