Finding A Place of One’s Own: Reflections on Teaching In and With Place

Lesley P. Curthoys


The School of Outdoor Recreation, Parks and Tourism at Lakehead
University offers a third-year course on ecological literacy. The course
evolved from one with a predominant scientific approach to studying the
bioregion to one that embraced a broader epistemological stance, giving
greater authority, voice, and presence to nearby landscapes. This essay
traces the progression of an assignment designed to increase confidence,
ability, and enjoyment of learning how to directly engage in reading land-
scape stories. Three key pedagogical changes amplified the potential of land-
scape as perceptible author for student learners:
• giving place a more tangible and “knowable” quality,
• increasing student motivation to visit “their” place more often and to
stay longer, and
• facilitating transformation from story seeker to thoughtful participant.

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Copyright © Canadian Journal of Environmental Education (CJEE) ISSN 1205-5352