ESCI 302: Digital MetaReflection

Brady: Hey Eveyone! It’s ya boy Brady Braun back at it again with anotha interview, and this week we got a returning guest: Brody Brown. How’s it goin dude?

Brody: Good… Why are we doing this again?

Brady: Ratings ain’t doing so hot so we need pump those numbas up.

Brody: Alrighty then. You’ve changed a bit.

Brady: Whateva! So whatchya gonna lay down for me today?

Brody: … Im gonna “lay down” what I have learned about Environmental Education in my ESCI 302 class.

Brady: That’s what I like to hear so lay it on me.

Brody: Well there’s quite a bit to cover so let’s get to it. First, I want to talk about Ecoliteracy.

Brady: That the thing where you can’t read or spell so good?

Brody: No, that illiteracy, Ecoliteracy is practicing sustainability and continued care for the environment through our own everyday actions.

Brady: Like recycling?

Brody: Yeah, but that is not all it takes. A big part of Ecoliteracy is understanding what it is. I wrote a love poem and emphasized some of the words in which I think represent Ecoliteracy. Some of those words included: Rethink. Renew, Cycle, Knowledge, Understanding, Accept, Sustain and Ecofriendly.

Brady: Pffft, a love poem? Poems are g…

Brody: Woah woah woah. We cannot be using that kind of language, we talked about that last time I was here.

Brady: … sorry …

Brody: It’s fine, but work on it… as I was saying, understanding how your actions contribute to Ecoliteracy is important. Before taking this course I never thought about how my actions affect the environment, besides driving leading to Global Warming.

Brady: Right “Global Warming” *chuckles*

Brody: I’m going pretend I didn’t just see or hear you do that.

Brady: What else ya got?

Brody: Well relating to my last topic. Eco-literacy leads to your Environmental Identity.

Brady: Eco, Enviro, isn’t it all the same?

Brody: They are similar but not the same. Your Environmental Identity is how you see yourself contributing to the environment but also how you got there. The best way to explain this is by explaining whiteness.

Brady: Were gonna talk about whiteness again?

Brody: It’s important trust me. So, when I was in high school and we talked about the history of Canada but we only focused on the whiteness of it. The whiteness being things like: The Fur Trade, Treaties, and Settlers.

Brady: But that’s what happened didn’t it? Now your gonna tell me that’s not important or something. Right?

Brody: No, that all is important to Canada’s history but there’s more to it than just that. There are many things that aren’t discussed like: Disease, Rape, Genocide, Stealing, Families torn apart, and even having status taken away. Look, I even made a creative visual to express my thoughts. And why do you think that is?

Brady: I don’t know I never learned this in school.

Brody: My point exactly! This brings me to a quote from a reading I read called Canoe Pedagogy and Colonial History by Liz Newbery. Newbery says, “the details of the fur trade and the daily lives of voyageurs are what educators tend to focus on”. I also mentioned this in my blog posts where I reflected on reading like these. But as I was saying this is problematic because so much more happened but for some reason it is not deemed important in the eyes of some educators. I understand that it may be uncomfortable for some people to speak about but that does not mean students should not learn about it. If educators are going to teach Canadian History they should teach the whole history and not just the white part.

Brady: Chill man, it’s cool it happened in the past oh well

Brody: No I won’t “chill”. Even though it happened in the past it is still important because it shaped the environment to what it is today.

Brady: Don’t you mean our environment?

Brody: No, the environment. Like I just explained this land does not belong to us. There were and still are First Nations people who lived here long before us so this land is theirs.

Brady: Yeah well answer this smart guy, we signed the treaties its our land now. Explain your way out of this one.

Brody: Brady that is a good point, but let me explain how that was like in the best way I can. In my ESCI 302 we need this activity called “The Blanket Exercise”

Brady: That like some sleeping competition or when you workout with blankets?

Brody: No, it was an activity to show how the land was divided when treaties came into place. So, blankets were spread about to show all the land FN originally had before treaties, and some of us stood on the blankets to represent FN people. Then once the treaties were signed the land rapidly became smaller to represent what happened to FN’s people. Eventually we could barely stand on the blankets and many of us died off, lost our status, and even had our children taken away.

Brady: Wow, that’s pretty terrible. I never knew that.

Brody: Neither did I, it was demoralizing and made me sick. So back to your statement of it being our land it isn’t. And Treaties were meant to share the land not take it.

Brady: Well that put a damper on the mood…

Brody: It had to be said

Brady: Well anything else not so depressing to do with Environmental Education?

Brody: Yes, I can discuss discourses taken up within Environmental Education.

Brady: Sounds good

Brody: So, discourses are acting a certain way when performing roles. You can however take up multiple discourses.

Brady: What has this to do with Environmental Education?

Brody: As someone who plans to become a biology teacher I will partially be an environmental educator since biology and the environment correlate to each other. In my fifth blog post I say that “I feel once you have chosen an identity to portray, you view things differently then you normally would or if you portrayed another identity”. This can be applied to us as individuals to take up discourses to better suit the environment. Anyone can choose a discourse to place them in a better position to deal with a situation. Also, you can take up more than one discourse. In Barrett’s writing  Making some sense out of feminist poststructuralism in environmental education research and practice   and I quote, “Yet at the same time I am acting from within an existing discourse, I am producing others”. And to top it all off your discourses relate to your Environmental Identity. See even you can make a difference.

Brady: Wow, well you sure have given me a lot to think about. Well that just about wraps up all the time we have for this. Thanks for being on.

Brody: Just glad I could help.

Brady: Coming up after the break “Global Warming: a hoax or inside job?” stay tuned.



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