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Cultivating Wonder: An Autoethnograp...

Gamble, Sara Christine,

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Cultivating Wonder: An Autoethnographic Journey to Ecological Embodiment and a Relational Sustainability Education Practice /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Cultivating Wonder: An Autoethnographic Journey to Ecological Embodiment and a Relational Sustainability Education Practice // Sara Christine Gamble.
Author:	Gamble, Sara Christine,
Description:	1 electronic resource (278 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-11, Section: B.
Contained By:	Dissertations Abstracts International86-11B.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=32039683
ISBN:	9798314894569

Cultivating Wonder: An Autoethnographic Journey to Ecological Embodiment and a Relational Sustainability Education Practice /
Gamble, Sara Christine,

Cultivating Wonder: An Autoethnographic Journey to Ecological Embodiment and a Relational Sustainability Education Practice /Sara Christine Gamble. - 1 electronic resource (278 pages)

Source: Dissertations Abstracts International, Volume: 86-11, Section: B.

Sustainability education aspires to teach learners how to create a future where all life can thrive. However, it is impossible to reach that future without changing how most humans from the dominant cultures think and feel about the world and their place within it (Riggs & Hellyer-Riggs, 2019). This autoethnographic study investigated how to occasion an ecological, feeling-based worldview in sustainability education; specifically, it explored how Art-Based Perceptual Ecology protocols might influence the application and theory of sustainability education through a place-centered inquiry practice. A process-relational framework directed this inquiry. This research recognized that More-than-Human agents-including animals, plants, and the land itself-hold wisdom (Woolery, 2006, 2017) and intrinsic value; it invited these agents to be co-participants in research and investigated how I, as the researcher, might begin learning from them. Because I used autoethnography to focus on relationships with More-than-Human participants (instead of anthropocentric relationships) and Art-Based Perceptual Ecology to examine sustainability education (instead of ecosystem health and patterns)-both applications which stretched the original use of these methodologies-I developed an inquiry practice that was responsive to my needs as a researcher and supportive of this unique methodological melding. The research question was: "How might an autoethnographic exploration engaging with Art-Based Perceptual Ecology protocols enrich sustainability education pedagogy and curricula?" This research attempted to reflect and analyze experience eco-poetically by modeling and mirroring natural processes. Findings resulted in recommendations for future sustainability education practitioners relating to how Art-Based Perceptual Ecology, especially when developed as a practice, may elicit a sense of wonder, a deepened understanding of the relationship between learners and their environment, and shifts toward an ecological, feeling-based worldview.

English

ISBN: 9798314894569Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Art-Based Perceptual Ecology

Cultivating Wonder: An Autoethnographic Journey to Ecological Embodiment and a Relational Sustainability Education Practice /
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520 $a Sustainability education aspires to teach learners how to create a future where all life can thrive. However, it is impossible to reach that future without changing how most humans from the dominant cultures think and feel about the world and their place within it (Riggs & Hellyer-Riggs, 2019). This autoethnographic study investigated how to occasion an ecological, feeling-based worldview in sustainability education; specifically, it explored how Art-Based Perceptual Ecology protocols might influence the application and theory of sustainability education through a place-centered inquiry practice. A process-relational framework directed this inquiry. This research recognized that More-than-Human agents-including animals, plants, and the land itself-hold wisdom (Woolery, 2006, 2017) and intrinsic value; it invited these agents to be co-participants in research and investigated how I, as the researcher, might begin learning from them. Because I used autoethnography to focus on relationships with More-than-Human participants (instead of anthropocentric relationships) and Art-Based Perceptual Ecology to examine sustainability education (instead of ecosystem health and patterns)-both applications which stretched the original use of these methodologies-I developed an inquiry practice that was responsive to my needs as a researcher and supportive of this unique methodological melding. The research question was: "How might an autoethnographic exploration engaging with Art-Based Perceptual Ecology protocols enrich sustainability education pedagogy and curricula?" This research attempted to reflect and analyze experience eco-poetically by modeling and mirroring natural processes. Findings resulted in recommendations for future sustainability education practitioners relating to how Art-Based Perceptual Ecology, especially when developed as a practice, may elicit a sense of wonder, a deepened understanding of the relationship between learners and their environment, and shifts toward an ecological, feeling-based worldview.
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