Walking My Talk as an Intentional, Embodied (Co)constructed Environmental Educator
|White, Peta Jay
|A 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.
|Exploring 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.
|A 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.
|Faculty of Graduate Studies and Research, University of Regina
|Walking My Talk as an Intentional, Embodied (Co)constructed Environmental Educator
|Faculty of Education
|University of Regina
|Doctor of Philosophy (PhD)