AERA Environmental Education Special Interest Group Fall / Winter Newsletter 2013

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The

EE SIG Newsletter A Publication of the American Educational Research Association

State of the SIG From the EE SIG Chair

As I write this the news abounds of potentially catastrophic Fukushima radiation releases on the horizon, of an unprecedented super storm Haiyan that has resulted in massive devastation of the Philippines and the surrounding region, and of widespread fear that the US Supreme Court will soon hear and overturn one of the last major pieces of environmental justice legislation on the books (Mount Holly Citizens in Action v. Mount Holly was in fact settled in the 11th hour thankfully). It is also the one-year anniversary of the (continued next page)

AERA 2014 Annual Meeting April 3 - 7, 2014 Philadelphia Convention Center Philadelphia Marriot Downtown Courtyard Downtown Philadelphia

Philadelphia, PA

F A L L / W I N T E R 2 0 1 3

Table of Contents State of the SIG From the EE SIG Chair.....................….pp. 1–2

EE SIG Graduate Council Member Bios……….….….pp. 4–5

EE SIG Communications Officer Bio and Spring CFP…..….…..p. 6

Recent Member Publications and Citations………….……....pp. 6–7

AERA 2013: San Francisco...............................p. 8

EE SIG Executive Committee Member Bios………...….pp. 9–10

Parting Words...…...............p. 11

Meeting questions or requests may be made by email to: [email protected]

THE EE SIG NEWSLETTER FALL / WINTER 2013

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Idle No More movement, Powershift 2013 just re-educated and organized the youth movement for further civic action on a range of environmental issues from fracking to fossil fuel divestment, and seemingly weekly anti-fur farm liberations (primarily against mink fur farms) are occurring at a pace not seen in over 20 years. So, the conditions of our work are dramatic and the stakes remain very high. Now, perhaps we need not all take up the style of sturm und drang in our research and teaching work, but my hope for this community all the same is that the last 6 months since we last convened in San Francisco have found us primarily living and working (if these should prove different!) with integrity, seriousness, and an enthusiastic spirit for all that which we have done...and, ideally, will do in order to urge on just a little further something of the greater good in this world.

Let me summarize some of the Executive Committee’s work that has transpired to date: 1) Our Program Chair, David Greenwood, and I have completed the full review of some 81 proposals and

produced a program for the theme, “Embodiment, Well-being, and the Inner Dimensions of EE,” that will include 6 paper sessions, and 7 other roundtable sessions. In perusing the papers and topics, I can tell you that it is a big program that includes a diverse set of talks that should speak to a range of community interests. I would like to especially thank those whose proposals were not selected for the program this year. It is with regret, I assure you, that we cannot find a way to include everyone’s work, and though David and I strove to make the program as inclusive as possible under the conditions set forth by AERA as a governing body, we recognize that this still resulted in the nonacceptance of nearly half of the proposals provided to us.

Still, without such a high number of proposals overall, we could not have had as large a program as we did, so again—my real thanks for submission, and I heartily encourage those not presenting to consider the constructive feedback of the review process and to resubmit for AERA 2015 in Chicago, if possible. 2) This summer I chaired a community referendum for the increase of faculty dues from $5 to $10/year, which has now been passed and implemented. It is hoped that (especially with a fiscally conservative group policy enacted over the next couple years) this will result in a substantial increase of the SIG’s coffers, which currently stand at: $1,178.77. 3) Our current membership has increased from approximately 150 members at the time of the last conference to 218. That’s great! Additionally, we now count another 129 lapsed members that I would like to find ways to re-encourage towards active membership. Further, I would like to especially commend SIG member, Dr. Oren Pizmony-Levy, Assistant Professor of International and Comparative Education at Teachers College, Columbia University, who volunteered service over the last few months towards the assemblage of a database of non-EE SIG members who have presented on environmental education-related topics at the last few AERA conferences. Oren’s excellent work has provided the group a real outreach resource that will hopefully prove quite valuable as we move forward. I thank him sincerely, and suggest that the community consider tabbing him for future service as a Program Chair or other leadership position. 4) We have convened a 7-member Graduate Student Council that is busy planning possible student events for our


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next meeting in Philadelphia. Such may include a special mentorship session in which students can meet with faculty to discuss their work and career strategies. At the least, there is the hope for another graduate student-led dinner/drinks event in which networking can be done informally and community enlarged. Those who have interest in helping, ideas, or simply questions, can contact the Council at: [email protected]. 5) I have appointed a Communication Chair, Marna Hauk, who will assist the production of the Spring newsletter. Additionally, Marna will assist me in the coming months with the establishment of (hopefully) a more permanent and less corporate web space for the SIG. We currently have the URL reserved, http://eesig.org, and have begun evaluating different types of web portals. With this in mind, Joe Henderson has raised conversation with folks taking up similar aims within NAAEE and we have had some dialogue about whether or not we might find ways to productively partner and not overlap one another. Also, Amy Cutter-Mackenzie has gratefully provided me with an archive of the past EE SIG web materials she had in her collection. I anticipate providing the SIG with a new web space by March. 6) David Greenwood, Marcia McKenzie, and I convened a SIG Election Committee that recruited two candidates for the 2014-15 Program Chair position—Dilafruz Williams and Teresa Lloro-Bidart. AERA will hold an online election later this winter. Please register as a member and VOTE! 7) Finally, I am putting the finishing touches on submitting a proposal to AERA Governance for an official Annual Graduate Student Scholar Award. Note: this award will not be in place for Philadelphia. The award should be in place for the following year, however, and then it will be up to David Greenwood (as Chair), in consultation with the Executive Committee, as to whether or not to utilize it at that time. In closing, I hope you will agree with me that some good work has been accomplished on behalf of the SIG, and things are looking promising as we move towards our meeting in Philadelphia. If you have materials that you would like to share, or would like to propose a book/essay/film review (or other related writing), in/for the newsletter, please contact the Communication Chair at: [email protected]. See Page Six for further information.

Richard Kahn, EE SIG Chair

The environment and contested notions of sustainability are increasingly topics of public interest, political debate, and legislation across the world. Environmental education journals now publish research from a wide variety of methodological traditions that show linkages between the environment, health, development, and education. The growth in scholarship makes this an opportune time to review and synthesize the knowledge base of the environmental education (EE) field. The purpose of this 51-chapter handbook is not only to illuminate the most important concepts, findings, and theories that have been developed by EE research, but also to critically examine the historical progression of the field, its current debates and controversies,

what is still missing from the EE research agenda, and where that agenda might be headed. This book can be purchased from Routledge/Taylor &Francis. AERA members visit My AERA for a 25% discount code on hardback and paperback purchases.

International Handbook of Research on Environmental Education

Editors: Robert B. Stevenson, Michael Brody, Justin Dillon, Arjen E.J. Wals


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EE SIG Graduate Student Council Lisa Felix Lisa Felix is currently a 3rd year PhD student in the Department of Education at the

University of Arizona, focusing on environmental learning and science education, with a minor in Global Change. Lisa works closely with her advisor, Dr. Bruce

Johnson, in the evaluation and creation environmental learning programs and methods – both of which are experienced by students from the K-12 level to the those

going through the teacher education department at the UA. Lisa’s personal experiences as a classroom teacher and outdoor educator brought her to the

realization that environmental learning is not being given the focus it needs and deserves in order to create environmental literate citizens. As such, her research,

work, and passion at the University of Arizona focuses on bringing environmental learning into the teacher education program and thinking about the methods,

contents and theories that undergird a learning and teaching focus such as this. Another research focus, the relationship between ecological understandings, environmental perceptions and actions, helps contribute to this work on environmental teacher education.

Kristen Hargis Kristen Hargis is a Masters student in the Educational Foundations program at the University of Saskatchewan. Her research interests include investigating the

socially manifested constructs that encourage a culture of over consumption, especially where they inhibit the implementation of sustainable policy into practice.

She is also working as a Research Assistant with the Sustainability and Education Policy (SEPN) at the university.

Teresa Lloro-Bidart Teresa Lloro-Bidart is a fifth-year PhD Candidate in

Education, Society, and Culture at the University of California, Riverside. I work at

the intersection of environmental education, environmental anthropology, and environmental political theory. My dissertation research, a 14-month ethnographic

study of the Aquarium of the Pacific in Long Beach, explores animal-human relationships, the production of environmental subjectivities and citizenship, and

ways environmental political theories can help us to better understand the politicized and situated natures of learning about the environment.

Lucy McClain Lucy McClain is a doctoral candidate in the Learning, Design, and Technology (College of Education) at Penn State University and a graduate research/teaching

assistant at the Shaver's Creek Environmental Center (shaverscreek.org). Lucy holds a M.Ed. in science education and a B.S. in archaeological science; both from Penn State.

Her research interests include how youth best learn about their natural world in out-of-door settings, how family members support each other to explore and learn in these

settings, and how technology can facilitate deeper observation of local plants and animals.


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Jessica Stephenson is currently a PhD candidate at Virginia Tech in Curriculum and Instruction, Science Education, with a graduate certificate in Women’s and Gender Studies. Her dissertation research examines teaching for social justice in environmental sacrifice zones in rural Appalachia. Jessica is a teaching assistant for the Secondary Science Education program, and leads their environmental education efforts in both secondary and elementary methods classes. She anticipates graduation in May, 2014, and is currently on the job market. When not in the field, backpacking, kayaking, or camping alongside her research subjects, she is usually still in the field, backpacking, kayaking, or camping with friends and her dog.

Alexa Scully Lex Scully is a reasonably funny shaganash/moonyaw/qallunaat apprentice ally of Celtic descent, a treaty partner, and a profoundly land-connected human. Lex is an adjunct faculty member and doctoral student at Lakehead University, teaching and learning outdoor ecological and Indigenous education. She has taught 18 separate courses in Aboriginal Education, Outdoor Ecological Education, and Service Learning, at both Lakehead campuses; in the territory of the Fort William First Nation, in Robinson Superior Treaty territory, and in the territory of the Chippewa Tri-Council, in the Williams Treaty and Robinson Huron Treaty territories (Thunder Bay and Orillia, Ontario, Canada).

Sarah Stapleton Sarah Stapleton is a 4th year PhD student at Michigan State University in Curriculum, Instruction, and Teacher Education. Some of her (many) research interests are environmental identity, food, climate change, global education, urban education, critical theory, and the sociocultural contexts of environmental learning. She got her start teaching as a Peace Corps volunteer in The Gambia, West Africa, where she taught science in a rural village school for two years. This led her to pursue a masters in International Education Policy from the Harvard Graduate School of Education. Deciding that she wanted to return to the classroom, she spent the next 4 years

teaching physical science, chemistry, and AP Environmental Science for grades 8-12 at two public schools in California. Sarah's most difficult question is to briefly answer where she is from since she has (so far) lived in nine US states, Scotland, The Gambia, and Japan. She is passionate about environmental education and is very excited to be helping out with the grad student council of the EE SIG!

Jessica Stephenson


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Recent Member Publications Alkaher, I., & Tal, T. (2013). Do socio-environmental projects of Jewish and Bedouin Arab Youth in Israel affect the students' views of the environment and of each other? International Journal of Science Education, DOI:10.1080/09500693.2013.775610 http://www.tandfonline.com/doi/abs/10.1080/09500693.2013.775610#.UjwNMsapXDs

Blanchet-Cohen, N., & Reilly, C. (2013). Teachers perspectives on environmental education in multicultural contexts: Towards culturally-responsive environmental education. Teaching and Teacher Education. 12-22. Advance online publication doi.org/10.1016/j.tate.2013.07.001

Dillon, J. (2013). Barriers and benefits to learning in natural environments: towards a reconceptualisation of the possibilities for change. COSMOS, 8(2), 1–14. DOI: 10.1142/S0219607712300056.

Fassbinder, Sam., Nocella, Anthony. J. and Kahn, Richard. (Eds.) (2012). Greening the Academy: Ecopedagogy Through the Liberal Arts. Rotterdam, The Netherlands: Sense Publishers.

Hart, P. (2013). Environmental education and science education. In R. Gunstone (Ed.), Encyclopedia of science education. New York: Springer-Verlag.

Ignell, C., Davies, P. & Lundholm, C. (2013). Swedish Upper Secondary School Students’ Conceptions of Negative Environmental Impact and Pricing. Sustainability. 5, 982-996; doi:10.3390/su5030982 http://www.mdpi.com/2071-1050/5/3/982

Kelley, S. & Williams, D. (2013). Teacher professional learning communities for sustainability: Supporting STEM in Learning Gardens in low-income schools. Journal of Sustainability Education.

Krasny, M. and Dillon, J. (eds) (2013, in press). Trading Zones in Environmental Education: Creating Transdisciplinary Dialogue. New York: Peter Lang.

Kruidenier, Daniel & Scott Morrison (2013) Avoid the Banking Model in Social and Environmental Justice Education: Interrogate the Tensions. Educational Studies: A Journal of the American Educational Studies Association, 49:5, 430-442: http://www.tandfonline.com/doi/full/10.1080/00131946.2013.825803#.UjslU7wTEck

Communications Officer Marna Hauk teaches graduate students at Prescott College where she is a doctoral

candidate in Sustainability Education. She is currently completing mixed methods research elaborating a poly-scale exploration of regenerativity: cultivating a Gaian

sensing network for earth dreaming to research earth empathy, immersing collaborative small groups in ecofractals from nature and bioculture to catalyze

regenerative creativity, and interviewing earth wisdom school founders to surface Gaian educational emergence. Marna’s research interests include complexity and

living systems-informed educational design, biocultural and social justice, and arts-based and Gaian methods. A long-time permaculture teacher and designer, natural

builder, feminist, and writer, Marna offers graduate educational programming at the Institute for Earth

Regenerative Studies (www.earthregenerative.org). She also serves on the Board of the Journal of Sustainability Education.

Marna Hauk

We seek short writings and reviews for the Spring Newsletter. Consider sharing resources, writing a review of a book, media, or online resource. We are also interested in explorations related to the 2014 AERA

Environmental Education SIG Conference Theme: “Embodiment, Well-being, and the Inner Dimensions of Environmental Education.” Please send in submissions by March 1, 2014 to [email protected].

Please also keep sending in those updates on recent publications and other items of interest to the Environmental Education SIG. Thanks!

Call for Spring Newsletter Submissions


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Kulnieks, Andrejs, Dan Roronhiakewen Longboat, and Kelly Young (Eds.) (2013). Contemporary Studies in Environmental and Indigenous Pedagogies: A Curricula of Stories and Place. Rotterdam, The Netherlands: Sense Publishers.

Laird, Susan (2013). "An Obligation to Endure," for Critical Questions in Science Education 4,2 http:// education.missouristate.edu/assets/AcadEd/Laird.pdf.

Lowan-Trudeau, G. (in press). Your backyard, the final frontier: Considering adventure education from an Indigenous perspective. In R. Black & K. Bricker (Eds.) Adventure Programming and Travel for the 21st Century. State College, PA: Venture Publishing.

Lowan-Trudeau, G. (2013). Working together in the shadow of the mistakis: Indigenizing science education at the University of Calgary. The Alberta Science Teacher, 33(1), 11-12.

Lowan-Trudeau, G. (2013). Against the Current with Henry Thoreau: An Archetype Revisited. Pathways: The Ontario Journal of Outdoor Education, 25(4), 17-20.

Lowan-Trudeau, G. (April 22nd, 2013). Idle No More: What is it and why (should) it matter to environmental educators? EECOM News [Website].

Lowan-Trudeau, G. (2012). Methodological métissage: An interpretive Indigenous approach to environmental education research. Canadian Journal of Environmental Education, 17, 113-130.

Lundholm, C. & Davies, P. (2013). Conceptual Change in the Social Sciences. In Vosniadou (Ed.). International Handbook of Conceptual change. (pp. 288-304). New York: Routledge. 2nd edition. www.routledge.com/books/details/9780415898836

Lynam, Abigail (2012). Navigating a Geography of Sustainability Worldviews: A Developmental Map http://www.jsedimensions.org/wordpress/content/navigating-a-geography-of-sustainability-worldviews-a-developmental-map_2012_03/

Martusewicz, R. A. (2013) Eros, education, and eco-ethical consciousness: Re-membering the “room of love” in Wendell Berry’s Hannah Coulter. Educational Studies, 49: 443–450.

Moroye, C. M. & Ingman, B. C. (2013). Ecological mindedness across the curriculum. Curriculum Inquiry, 43 (5).

Oxford, Rebecca, and Lin, Jing. (Eds.). (2012). Transformative Eco-Education for Human Survival in the 21st Century. Charlotte, North Carolina: Information Age Publishing.

Waite, S. (2013) ‘Knowing your place in the world’: how place and culture support and obstruct educational aims. Cambridge Journal of Education, IFirst. http://www.tandfonline.com/doi/abs/10.1080/0305764X.2013.792787

Wattchow, B, R. Jeanes, L. Alfrey, T. Brown, A. Cutter Mackenzie, J. O'Connor (Eds.) (2014.) The Socioecological Educator: A 21st Century Renewal of Physical, Health, Environment and Outdoor Education. New York and London: Springer.

Wight, R. A. & Killham, J. (In Press, expected late 2013) Food Mapping: a psychogeographical method for raising food consciousness. Journal of Geography in Higher Education.

Wight, R. A. (2013). The AgroEcological Educator: food based community development. Community Development Journal. Advanced Access, Published June 19th, 2013. doi:10.1093/cdj/bst038 Link: http://cdj.oxfordjournals.org/content/early/recent

Williams, D. R. & Brown, J.D. (2012). Learning gardens and sustainability education: Bringing schools to life and life to schools. New York, NY: Routledge.

Williams, Dilafruz R. & Dixon, P. Scott. (2013). Impact of Garden-Based Learning on Academic Outcomes in Schools: Synthesis of Research Between 1990 and 2010. Review of Educational Research 83 (2): 211-235. doi 10.3102/0034654313475824

Zimmerman, H. T. & McClain, L.R. (2013, Early View). Intergenerational learning at a nature center: Families using prior experiences and participation frameworks to understand raptors. Environmental Education Research. DOI: 10.1080/13504622.2013.775219. Link: http://www.tandfonline.com/doi/abs/10.1080/13504622.2013.775219#.UkCO6hbFbFI

Zimmerman, H. T., McClain, L. R., & Crowl, M. (2013). Understanding how families use magnifiers during nature center walks. Research in Science Education 43:5, 1917-1938. dio:10.1007/s11165-012-9334-x:


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AERA 2013: San Francisco

For those who couldn’t attend, the EE SIG had a fine series of meetings this last April in San Francisco, with preconference, SIG dinner, and keynote business meeting events supporting 4 roundtable, 2 paper, and 2 symposium sessions. The full listings of the academic panels will be made available again on the future website of the SIG, and have been placed on the SIG’s facebook page (https://www.facebook.com/groups/154479114604736). The conference began with Alan Reid facilitating an on- and off-site preconference workshop on “vagabonding” and “slow ecopedagogy” for about 10 people. Alan smoothly procured a hotel room on the sly for us to meet in and then led us through some theory and practice of the work that folks like Philip Payne and he have been engaged with at Monash University and in varying locations. After this, we formed breakout groups and took to exploring the downtown. Unfortunately, we were unable to enter the re-inhabited place officially named “The Tenderloin National Forest” by community activists who have worked since 1989 to reclaim a once abandoned alley for a now thriving urban commons of art, organic gardening, and civic learning. But we did manage to see it from outside of its gates and, otherwise, in our walks about town a good time of slowly exploring, talking together, sensing and examining the environment, reimagining it, and singing and chalking (if some saw fit) was had by all! On Sunday, April 28th, approximately 40 members of the SIG gathered at Peña Pachamama Center (pachamamacenter.org), a restaurant and cultural

space outside of Chinatown for drinks, fine raw vegan appetizers, organic dinner plates, as well as flamenco music and dancing provided by Carolina Lugo and Carolè Acuña. It is rumored (and as yet no embarrassing cell phone pictures have managed to corroborate this claim) that our SIG Chair was also called to floor at one point to lend his particular style of passion and foot stomping to a duet of El baile flamenco with Carolina… On Tuesday, April 30th, the Business Meeting was similarly attended. Unfortunately, what was to be a keynote talk by the legendary Jerry Mander could not take place because Jerry messaged late during the night before that he had suffered a minor heart attack of sorts and was confined to bed rest. Luckily, eco-poet laureate of the Bay Area, student of Father Thomas Berry, and researcher of Dr. Martin Luther King, Drew Dellinger (drewdellinger.org), stepped in at a moment’s notice and gave us a rousing reading of many of his fine poems from volumes like Love Letters to the Milky Way, as well as talk about his recent research as collected in The Mountaintop Vision. Further complimenting the excellent evening was a free bar made available courtesy of Taylor & Francis on behalf of the journal, Environmental Education Research (thanks again go to Alan Reid for facilitating this!).

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EE SIG CHAIREE SIG CHAIR

Richard Kahn is Core Faculty in Education at Antioch University Los

Angeles. A long-standing veganarchist, his research on movement-based ecopedagogy (from the animal standpoint), animal liberation studies (as part of a "total liberation" pedagogical politics), and posthuman (exo-) cultural studies are considered by many to be foundational educational theories for morally reconstructing the historical relationship between the myriad forms of oppression that are predicated upon the domination of nature and the emergence of a planetary community of beings who are learning to realize just, peaceful, free, and beautiful lives of loving kindness together in common. An archive of his writings, music, and various goings on can be found at: richardkahn.org. His book Critical Pedagogy, Ecoliteracy & Planetary Crisis: The Ecopedagogy Movement (2010) just appeared in Chinese translation through Higher Education Press, and his last two co-edited books, The Global Industrial Complex: Systems of Domination (2011) and Greening the Academy: Ecopedagogy Through the Liberal Arts (2012) were honored with Critics Choice Awards by the

American Educational Studies Association this Fall.

EE SIG Executive Committee 2013 - 2014


EE SIG EE SIG PROGRAM PROGRAM CHAIRCHAIR

David Greenwood lives wild in the boreal forest just north of Thunder

Bay, Ontario and Lake Superior. His scholarship, teaching, activism, and personal journeys explore critical, ecological, and holistic perspectives toward people, our learning, and the places where we live—all in the context of cultural politics and planetary change. He has published widely in place-based, environmental, and sustainability education and currently holds the Canada Research Chair in Environmental Education and directs the Centre for Place and Sustainability Studies at Lakehead University. His recent interests revolve around putting critical perspectives toward place and sustainability into practice in higher education, and also around deepening critical and environmental education with holistic and embodied practices for wellbeing. In order to do so with more authenticity, he is currently earning primary teacher certification in SomaYoga. In AERA he served the Ivan Illich SIG as Program Chair for three years and is current Program Chair for the Environmental Education SIG. During certain seasons of the year, he cannot resist the urge to incarnate as Greenman.

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EE SIG IMMEDIATE PAST CHAIREE SIG IMMEDIATE PAST CHAIR

Dr. Marcia McKenzie is an Associate Professor in the Department of

Educational Foundations and Director of the Sustainability Education Research Institute at the University of Saskatchewan (www.seri.usask.ca). She is principal investigator on two SSHRC-funded projects: the Sustainability and Education Policy Network (www.sepn.ca) and The Digital Media Project: Youth Making Place. Her interdisciplinary research focuses on the intersections of environment and critical education, educational policy and practice, youth identity and place, and the politics of social science research. She is co-editor of Fields of Green: Restorying Culture, Environment, and Education (2009).

EE SIG Executive Committee 2013 - 2014


EE SIG EE SIG SECRETARY / TREASURERSECRETARY / TREASURER

Joe Henderson is a Doctoral Candidate and Scandling Scholar in

Teaching and Curriculum at the University of Rochester’s Warner Graduate School of Education, where he specializes in sustainability education. His primary research examines the cultural and material dimensions of sustainability and the political ecology of environmental education. His recent work attempts to understand the spatial and geographic mechanisms that shape how people understand, embody and impact material and cultural worlds, with a particular focus on the issues surrounding energy development and consumption. He previously worked as an environmental educator in the Adirondack Mountains of New York State and taught middle school Earth Science in a high-stakes, public school setting. He now teaches graduate-level courses in science education and runs an environmental education summer camp experience for inner city youth. He has published in Discourse: Studies in the Cultural Politics of Education and Educational Leadership and has presented original research at conferences of the American Educational Research Association, the National Association for Research in Science Teaching, the North American Association of Environmental Education and the American Anthropological Association. He has been a member of

AERA’s Environmental Education SIG for three years and reviews for Environmental Education Research, the Journal of Science Education and Technology and the Journal of Sustainability Education. Joe currently serves as the Secretary/Treasurer of the Environmental Education SIG.

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The Summer Day Mary Oliver

Who made the world? Who made the swan, and the black bear? Who made the grasshopper? This grasshopper, I mean- the one who has flung herself out of the grass, the one who is eating sugar out of my hand, who is moving her jaws back and forth instead of up and down who is gazing around with her enormous and complicated eyes. Now she lifts her pale forearms and thoroughly washes her face. Now she snaps her wings open, and floats away. I don't know exactly what a prayer is. I do know how to pay attention, how to fall down into the grass, how to kneel down in the grass, how to be idle and blessed, how to stroll through the fields, which is what I have been doing all day. Tell me, what else should I have done? Doesn't everything die at last, and too soon? Tell me, what is it you plan to do with your one wild and precious life?

from New and Selected Poems, 1992 Beacon Press, Boston, MA

Words for Mural Arts: Peace is a Haiku Song Sonia Sanchez

On this day, on this Thursday, I / hold / my two hands out to you They are Black, White, Brown, Yellow flowers opening Two hands singing Two hands praying Two hands loving Two hands naked Two hands growing butterflies Two hands giving transfusions of peace I hold / my two hands / out / to you in peace For peace About peace PEACE PEACE Peace come / join us / in our walk / towards / peace Thank you

from the video located at http://muralarts.org/peace

Parting Words

Disclaimer: Errors or other embarrassing issues pertaining to the quality of this newsletter are solely the responsibility of the EE SIG Chair, who does not normally identify as a creator of newsletters.

AERA Environmental Education Special Interest Group Fall / Winter Newsletter 2013

Documents

Transcript of AERA Environmental Education Special Interest Group Fall / Winter Newsletter 2013