{"id":{"repo_id":"royalroads","oai_identifier":"oai:null:10170/584"},"canonical_url":"https://search.dev.ndltd.org/etd/royalroads/oai:null:10170/584","repository":{"repo_id":"royalroads","name":"Royal Roads University","base_url":"https://www.viurrspace.ca/server/oai/request"},"display":{"title":"Circles of learning : creating opportunity to give voice and bear witness to self, others, and nature in environmental education","abstract":"By asking, “Is Circle (also known as “council”) an effective methodology for environmental education?”, this thesis explores the significance of creating Circles of learning as a communication process with implications for environmental education and personal transformation. From a phenomenological perspective, I have positioned my research as an autobiographical narrative of what it is to be both researcher (observer) and research instrument (facilitator & participant) as well as creating the conditions for a case study of Circle participants. Further, I held interviews with Circle practitioners and instructors. The premise of Circle is to create an intentional listening space for each person to have a voice and be witnessed as they tell their stories. This paper provides some insight here, and explores how Circle can become an effective means of exploring ecological identity, self-awareness, relationship-building, a sense of community, emotional connections to nature and a sense of wonder within the process.","abstract_html":"By asking, “Is Circle (also known as “council”) an effective methodology for environmental education?”, this thesis explores the significance of creating Circles of learning as a communication process with implications for environmental education and personal transformation. From a phenomenological perspective, I have positioned my research as an autobiographical narrative of what it is to be both researcher (observer) and research instrument (facilitator & participant) as well as creating the conditions for a case study of Circle participants. Further, I held interviews with Circle practitioners and instructors. The premise of Circle is to create an intentional listening space for each person to have a voice and be witnessed as they tell their stories. This paper provides some insight here, and explores how Circle can become an effective means of exploring ecological identity, self-awareness, relationship-building, a sense of community, emotional connections to nature and a sense of wonder within the process.","abstract_has_math":false,"creators":["Cameron, Laura C."],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Leighton, Hilary","Noble, Michael-Ann"],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-03-21","date_published":"2013-03-21","updated_at":"2026-08-21T22:21:56Z","subjects":["Circles of learning","Circle","council","communication","transformation","environmental education","phenomenological","emotional","ecological identity","self-awareness","listening","community","connection","nature","wonder"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10170/584","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"source_record":{"url":"https://www.viurrspace.ca/server/oai/request?verb=GetRecord&metadataPrefix=dim&identifier=oai%3Anull%3A10170%2F584","prefix":"dim"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Leighton, Hilary","Noble, Michael-Ann"]},{"key":"dc:creator","label":"Author","values":["Cameron, Laura C."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2013-03-21T20:23:45Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2013-03-21T20:23:45Z"]},{"key":"dc:date.issued","label":"Date","values":["2013-03-21"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Circles of learning","Circle","council","communication","transformation","environmental education","phenomenological","emotional","ecological identity","self-awareness","listening","community","connection","nature","wonder"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10170/584"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["By asking, “Is Circle (also known as “council”) an effective methodology for environmental education?”, this thesis explores the significance of creating Circles of learning as a communication process with implications for environmental education and personal transformation. From a phenomenological perspective, I have positioned my research as an autobiographical narrative of what it is to be both researcher (observer) and research instrument (facilitator & participant) as well as creating the conditions for a case study of Circle participants. Further, I held interviews with Circle practitioners and instructors. The premise of Circle is to create an intentional listening space for each person to have a voice and be witnessed as they tell their stories. This paper provides some insight here, and explores how Circle can become an effective means of exploring ecological identity, self-awareness, relationship-building, a sense of community, emotional connections to nature and a sense of wonder within the process."]},{"key":"dc:title","label":"Title","values":["Circles of learning : creating opportunity to give voice and bear witness to self, others, and nature in environmental education"]}]}],"canonical_facts":{"dc:contributor.advisor":["Leighton, Hilary","Noble, Michael-Ann"],"dc:creator":["Cameron, Laura C."],"dc:date.accessioned":["2013-03-21T20:23:45Z"],"dc:date.available":["2013-03-21T20:23:45Z"],"dc:date.issued":["2013-03-21"],"dc:description.abstract":["By asking, “Is Circle (also known as “council”) an effective methodology for environmental education?”, this thesis explores the significance of creating Circles of learning as a communication process with implications for environmental education and personal transformation. From a phenomenological perspective, I have positioned my research as an autobiographical narrative of what it is to be both researcher (observer) and research instrument (facilitator & participant) as well as creating the conditions for a case study of Circle participants. Further, I held interviews with Circle practitioners and instructors. The premise of Circle is to create an intentional listening space for each person to have a voice and be witnessed as they tell their stories. This paper provides some insight here, and explores how Circle can become an effective means of exploring ecological identity, self-awareness, relationship-building, a sense of community, emotional connections to nature and a sense of wonder within the process."],"dc:identifier.uri":["http://hdl.handle.net/10170/584"],"dc:subject":["Circles of learning","Circle","council","communication","transformation","environmental education","phenomenological","emotional","ecological identity","self-awareness","listening","community","connection","nature","wonder"],"dc:title":["Circles of learning : creating opportunity to give voice and bear witness to self, others, and nature in environmental education"]},"updated_at":"2026-08-21T22:21:56Z"}