Show simple item record

dc.contributor.advisorHart, Paul
dc.contributor.authorWhite, Peta Jay
dc.date.accessioned2013-10-31T19:50:12Z
dc.date.available2013-10-31T19:50:12Z
dc.date.issued2013-10-31
dc.identifier.urihttp://hdl.handle.net/10294/3850
dc.descriptionA Dissertation Submitted to the Faculty of Graduate Studies and Research in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Education, University of Regina. vii, 248 l.en_US
dc.description.abstractExploring the question (how) can I use personal change to inspire educational and social/cultural change, this work was embodied and action orientated with a thesis that the doing (action) is as important as the thinking and talking about it. A threedimensional model of exploring personal change through transformative education leading to social/cultural change was employed throughout this research. A critical poststructural ecofeminist frame undergirded an autoethnographic self-study where I changed my living practices to become more sustainable while living within society, and used this as a platform for how I could become a better environmental educator and activist. I reduced my ecological footprint from 16.4HA to 1.8HA and taught a preservice teacher course in environmental education, where I explored student resistances, power and relationships, a critique of curriculum, and personal change as a result of transformative education. One particular pedagogical strategy, the Action Learning Group Project, was developed and used to support others to undergo personal change through transformative education leading to social/cultural change. And finally, I use this work as an opportunity to undertake environmental education activism working to generate social/cultural change.en_US
dc.description.uriA Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy *, University of Regina. *, * p.en
dc.language.isoenen_US
dc.publisherFaculty of Graduate Studies and Research, University of Reginaen
dc.subject.lcshEnvironmental education
dc.subject.lcshTransformative learning
dc.subject.lcshBehavior modification
dc.subject.lcshChange (Psychology)
dc.titleWalking My Talk as an Intentional, Embodied (Co)constructed Environmental Educatoren_US
dc.typeThesisen
dc.description.authorstatusStudenten
dc.description.peerreviewyesen
thesis.degree.nameDoctor of Philosophy (PhD)en_US
thesis.degree.levelDoctoralen
thesis.degree.disciplineEducationen_US
thesis.degree.grantorUniversity of Reginaen
thesis.degree.departmentFaculty of Educationen_US
dc.contributor.committeememberSchick, Carol
dc.contributor.committeememberWessel, Warren
dc.contributor.committeememberPetry, Roger
dc.contributor.externalexaminerFawcett, Leesa
dc.identifier.tcnumberTC-SRU-3850
dc.identifier.thesisurlhttp://ourspace.uregina.ca/bitstream/handle/10294/3850/White_PetaJay_200256947_PhD_EDUC_Fall2013.pdf


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record