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...

Full description

Saved in:
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
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
cited_by cdi_FETCH-LOGICAL-c2409-27eb7203ed0a607f4a00936cc217fe9e7ea3e8895d1d6c36980eb43902d1651f3
cites cdi_FETCH-LOGICAL-c2409-27eb7203ed0a607f4a00936cc217fe9e7ea3e8895d1d6c36980eb43902d1651f3
container_end_page 13
container_issue 2
container_start_page 2
container_title Journal of outdoor and environmental education
container_volume 20
creator Mikaels, Jonas
Asfeldt, Morten
description 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).
doi_str_mv 10.1007/BF03401009
format article
fullrecord <record><control><sourceid>eric_cross</sourceid><recordid>TN_cdi_crossref_primary_10_1007_BF03401009</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1183720</ericid><sourcerecordid>EJ1183720</sourcerecordid><originalsourceid>FETCH-LOGICAL-c2409-27eb7203ed0a607f4a00936cc217fe9e7ea3e8895d1d6c36980eb43902d1651f3</originalsourceid><addsrcrecordid>eNptUMtOwzAQtBBIVKEX7kg-8gqs7cSOubVVy0OVuIDELTjOpkqVNpHdovL3uJTXgdPO7oxWM0PIMYMrBqCuhxMQCQSo90iPp5zHmdIv-wFzkLFgDA5J3_s5AHBIU50mPfI6RNsu6uUstq61a39Ji--Dq9_Q_dkLNO6GDqjDxqzqdmkaujArdLVpar-iuOma1n0ytK1o1xiLp_7siBxUpvHY_5oReZ6Mn0Z38fTx9n40mMaWJ6BjrrBQHASWYCSoKjEhhpDWcqYq1KjQCMwynZaslFZInQEWidDASyZTVomInO_-hhzeO6zyztUL495zBvm2nvy3niA-2YmDe_sjHD8wlomti4hc7HgfuOUMXT5v1y4k9v99-wAVmm3a</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype></control><display><type>article</type><title>Becoming-crocus, becoming-river, becoming-bear: A relational materialist exploration of place(s)</title><source>Springer Link</source><source>ERIC</source><creator>Mikaels, Jonas ; Asfeldt, Morten</creator><creatorcontrib>Mikaels, Jonas ; Asfeldt, Morten</creatorcontrib><description>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 &amp; 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).</description><identifier>ISSN: 2206-3110</identifier><identifier>EISSN: 2522-879X</identifier><identifier>DOI: 10.1007/BF03401009</identifier><language>eng</language><publisher>Singapore: Springer Singapore</publisher><subject>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</subject><ispartof>Journal of outdoor and environmental education, 2017-10, Vol.20 (2), p.2-13</ispartof><rights>Outdoor Education Australia 2017</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c2409-27eb7203ed0a607f4a00936cc217fe9e7ea3e8895d1d6c36980eb43902d1651f3</citedby><cites>FETCH-LOGICAL-c2409-27eb7203ed0a607f4a00936cc217fe9e7ea3e8895d1d6c36980eb43902d1651f3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1183720$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Mikaels, Jonas</creatorcontrib><creatorcontrib>Asfeldt, Morten</creatorcontrib><title>Becoming-crocus, becoming-river, becoming-bear: A relational materialist exploration of place(s)</title><title>Journal of outdoor and environmental education</title><addtitle>Journal of Outdoor and Environmental Education</addtitle><description>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 &amp; 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).</description><subject>Curriculum Studies</subject><subject>Education</subject><subject>Environmental and Sustainability Education</subject><subject>Environmental Education</subject><subject>Foreign Countries</subject><subject>Guidelines</subject><subject>Journal Writing</subject><subject>Outdoor Education</subject><subject>Place Based Education</subject><subject>Qualitative Research</subject><subject>Refereed Article</subject><subject>Skill Development</subject><subject>Sociology of Education</subject><subject>Student Attitudes</subject><subject>Undergraduate Students</subject><issn>2206-3110</issn><issn>2522-879X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2017</creationdate><recordtype>article</recordtype><sourceid>7SW</sourceid><recordid>eNptUMtOwzAQtBBIVKEX7kg-8gqs7cSOubVVy0OVuIDELTjOpkqVNpHdovL3uJTXgdPO7oxWM0PIMYMrBqCuhxMQCQSo90iPp5zHmdIv-wFzkLFgDA5J3_s5AHBIU50mPfI6RNsu6uUstq61a39Ji--Dq9_Q_dkLNO6GDqjDxqzqdmkaujArdLVpar-iuOma1n0ytK1o1xiLp_7siBxUpvHY_5oReZ6Mn0Z38fTx9n40mMaWJ6BjrrBQHASWYCSoKjEhhpDWcqYq1KjQCMwynZaslFZInQEWidDASyZTVomInO_-hhzeO6zyztUL495zBvm2nvy3niA-2YmDe_sjHD8wlomti4hc7HgfuOUMXT5v1y4k9v99-wAVmm3a</recordid><startdate>20171001</startdate><enddate>20171001</enddate><creator>Mikaels, Jonas</creator><creator>Asfeldt, Morten</creator><general>Springer Singapore</general><general>Springer</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>20171001</creationdate><title>Becoming-crocus, becoming-river, becoming-bear: A relational materialist exploration of place(s)</title><author>Mikaels, Jonas ; Asfeldt, Morten</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c2409-27eb7203ed0a607f4a00936cc217fe9e7ea3e8895d1d6c36980eb43902d1651f3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2017</creationdate><topic>Curriculum Studies</topic><topic>Education</topic><topic>Environmental and Sustainability Education</topic><topic>Environmental Education</topic><topic>Foreign Countries</topic><topic>Guidelines</topic><topic>Journal Writing</topic><topic>Outdoor Education</topic><topic>Place Based Education</topic><topic>Qualitative Research</topic><topic>Refereed Article</topic><topic>Skill Development</topic><topic>Sociology of Education</topic><topic>Student Attitudes</topic><topic>Undergraduate Students</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Mikaels, Jonas</creatorcontrib><creatorcontrib>Asfeldt, Morten</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>Journal of outdoor and environmental education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Mikaels, Jonas</au><au>Asfeldt, Morten</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1183720</ericid><atitle>Becoming-crocus, becoming-river, becoming-bear: A relational materialist exploration of place(s)</atitle><jtitle>Journal of outdoor and environmental education</jtitle><stitle>Journal of Outdoor and Environmental Education</stitle><date>2017-10-01</date><risdate>2017</risdate><volume>20</volume><issue>2</issue><spage>2</spage><epage>13</epage><pages>2-13</pages><issn>2206-3110</issn><eissn>2522-879X</eissn><abstract>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 &amp; 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).</abstract><cop>Singapore</cop><pub>Springer Singapore</pub><doi>10.1007/BF03401009</doi><tpages>12</tpages><oa>free_for_read</oa></addata></record>
fulltext fulltext
identifier ISSN: 2206-3110
ispartof Journal of outdoor and environmental education, 2017-10, Vol.20 (2), p.2-13
issn 2206-3110
2522-879X
language eng
recordid cdi_crossref_primary_10_1007_BF03401009
source Springer Link; ERIC
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
title Becoming-crocus, becoming-river, becoming-bear: A relational materialist exploration of place(s)
url http://sfxeu10.hosted.exlibrisgroup.com/loughborough?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-25T07%3A42%3A05IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-eric_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Becoming-crocus,%20becoming-river,%20becoming-bear:%20A%20relational%20materialist%20exploration%20of%20place(s)&rft.jtitle=Journal%20of%20outdoor%20and%20environmental%20education&rft.au=Mikaels,%20Jonas&rft.date=2017-10-01&rft.volume=20&rft.issue=2&rft.spage=2&rft.epage=13&rft.pages=2-13&rft.issn=2206-3110&rft.eissn=2522-879X&rft_id=info:doi/10.1007/BF03401009&rft_dat=%3Ceric_cross%3EEJ1183720%3C/eric_cross%3E%3Cgrp_id%3Ecdi_FETCH-LOGICAL-c2409-27eb7203ed0a607f4a00936cc217fe9e7ea3e8895d1d6c36980eb43902d1651f3%3C/grp_id%3E%3Coa%3E%3C/oa%3E%3Curl%3E%3C/url%3E&rft_id=info:oai/&rft_id=info:pmid/&rft_ericid=EJ1183720&rfr_iscdi=true