Becoming-crocus, becoming-river, becoming-bear: A relational materialist exploration of place(s)

The article draws on qualitative research from reflective journals of a group of university students based on their experiences from a month-long outdoor and environmental education journey in the Canadian Rockies. The article is concerned with the stories that are communicated through an embodied e...

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Bibliographic Details
Published in:Journal of outdoor and environmental education 2017-10, Vol.20 (2), p.2-13
Main Authors: Mikaels, Jonas, Asfeldt, Morten
Format: Article
Language:English
Subjects:
Curriculum Studies
Education
Environmental and Sustainability Education
Environmental Education
Foreign Countries
Guidelines
Journal Writing
Outdoor Education
Place Based Education
Qualitative Research
Refereed Article
Skill Development
Sociology of Education
Student Attitudes
Undergraduate Students
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Summary:The article draws on qualitative research from reflective journals of a group of university students based on their experiences from a month-long outdoor and environmental education journey in the Canadian Rockies. The article is concerned with the stories that are communicated through an embodied engagement with place(s), particularly the Brazeau River and the surrounding regions. The “relational materialist” approach (Hultman & Lenz Taguchi, 2010), combined with a focus on the entangled topics of skill, place, and journey provides a framework for empirical materials collection and analysis. Findings suggest that a decentring of humans in favour of mutual and relational engagements with matter and the more-than-human, in combination with place-stories and outdoor skill development that involves reading the land from embodied learning with/in its natural∼cultural history, opens up new possibilities for embodied relations to place(s).
ISSN:2206-3110
2522-879X
DOI:10.1007/BF03401009