Walking My Talk as an Intentional, Embodied (Co)constructed Environmental Educator

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.

Name thesis:degree_name

Doctor of Philosophy (PhD)

Level thesis:degree_level

Doctoral -- first

Discipline thesis:degree_discipline

Education

Grantor dc:publisher

Faculty of Graduate Studies and Research, University of Regina

Year dc:date.issued

2013

Author dc:creator

• White, Peta Jay

Advisor dc:contributor.advisor

• Hart, Paul

Committee members dc:contributor.committeemember

• Schick, Carol
• Wessel, Warren
• Petry, Roger

Language dc:language.iso

en

DOI

https://doi.org/10.82465/4775

OAI identifier oai:identifier

oai:uregina.scholaris.ca:10294/3850