Pathways The Journal of Outdoor Education Summer 2013, 25(4)

ISSN: 0840-8114 Chair ofthePathwaysEditorialBoard. package, pleasecontactBob Henderson,Interim reserved. To receive anadvertisinginformation the products orservicesrepresented. All rights be interpreted asanendorsement byCOEOof Advertising includedinPathwaysshouldnot the PathwaysEditorialBoard orCOEO. authors anddonotnecessarilyreflect thoseof Opinions expressed inPathways are thoseofthe Board. Henderson, InterimChair, PathwaysEditorial in writingandshouldbedirected toBob with permission.Requestsmustbemade Articles inPathwaysmaybereproduced only guidelines. Please contacttheInterimChairforsubmission Pathways isalwayslookingforcontributions. of Ontario(COEO). members oftheCouncilOutdoorEducators Pathways ispublishedfourtimesayearfor Pathways the insidebackcoverofthisissuePathways. membership applicationformisincludedon to workshops,coursesandconferences. A subscription toPathways,aswelladmittance agencies. MembersofCOEOreceive a kindred organizations aswellgovernment maintaining awebsite,andworkingwith annual conference andregional workshops, publishing thePathwaysjournal,running an for peopleofallages.We achievethisby safe, qualityoutdooreducationexperiences volunteer-based organization thatpromotes Educators ofOntario(COEO)isanon-profit, Formed in1972,theCouncilofOutdoor 2 PATHWAYS The CouncilofOutdoorEducatorsOntario Pathways isprintedon FSC recycled paper. c/o Sport Alliance Ontario Toronto, ONM3C3N7 3 Concorde Gate www.coeo.org Pathways COEO ISSN: 0840-8114 President: Director AtLarge: Director AtLarge: Secretary: Membership: Vice President: Past President: VolunteerCoordinator: Treasurer: Director AtLarge: Director AtLarge: The CouncilofOutdoorEducators Peninsula Shores DistrictSchool,115 George Street 10444 Winston Churchill Boulevard, POBox226, Faculty ofEducation,DuncanMcArthurHall 401-5 HillHeightsRoad,EtobicokeM8Y 1Y9 Ontario BoardofDirectors 511 UnionStreet, Kingston,ONK7M5R7 55 PatrickStreet, Kingston,ONK7K3N9 [email protected]

2001 KingRoad,CityL7B1K2 (H) 613-546-0790(W)613-328-3150 (H) 613-541-1756(B)613-533-6209 P.O. Box1339,Wiarton N0H2T0 Stephen Nash,6DiannaStreet [email protected] ZabeMacEachren King CitySecondarySchool [email protected] [email protected] [email protected] [email protected] [email protected] (W)519-534-2205x660 Kingston, ONK7L 4V1 [email protected] Wiarton, ONN0H2T0 [email protected] [email protected] (B) 905-833-5332x468 Norval, ONL0P1K0 [email protected]

(W) 519-534-2767 (H) 613-545-5343 (H) 647-234-1270 Deborah Diebel Bill Schoenhardt Karen O’Krafka Allyson Brown Justyna Szarek

Stephen Nash Ruthie Annis Kyle Clarke Sam Allard Tobin Day Pathways Summer 2013,25(4) T Managing Editor: Randee Holmes Interim Chair: he Queen’s University, KingstonONK7L 3N6 Pathways EditorialBoard Layout andDesign: KarenLabern O 605 Arbor Road, PortCredit L5G2K1 [email protected] n (H) 613-541-1756(B)613-533-6209 t ari [email protected] [email protected] [email protected] Thunder Bay, ONP7B1M1 [email protected] Duncan MacArthurHall, o [email protected] Uxbridge, ONL9P 1R4 J Hamilton, ONL8S1J4 Toronto, ONM4K1E8 1928 MainStW#1001 HeatherAndrachuk Ottawa, ONK2J4N8 [email protected] 2631Concession#7 o 355 Ambrose Street 355 Ambrose Connie Kavanagh Zabe MacEachren 14M-100 Bain Ave14M-100 urnal (H) 905-649-8945 (B) 905-271-6129 Bob Henderson Erin Cameron 28 OriskaWay Scott Caspell Kathy Haras Indira Dutt Ben Blakey

RR#4 o f O Kelly Mathews A Classroom ComesAlive!. Heidi Campbell,CamCollyer, Ferruccio Sardella and Amal Musa The Children’s GardenatEvergreen BrickWorks: A NewCulture ofPlay. Indira Dutt Turning theClassroom InsideOut:Students’ LivedExperience. Claire Grady-Smith Remote Location,CloseCommunity:A DayatWintergreen Studios. Learning Spaces Greg Lowan-Trudeau Against theCurrent withHenryThoreau: AnArchetype Revisited. Joan MetatawabinandGigiVeeraraghavan Food SecurityinFortAlbany J.D. Piper He AteaWorm. Kyle Clarke Guerilla FortConstruction:ActivismforOutdoorPlay Stephen Biggs Safety vs.Danger:WhatAre We Teaching OurKids? Re-envisioning Features Connie Kavanagh Friluftsliv: A Breath ofFresh Air. Wild Words Ben Blakey Collaborative OutdoorLiteracyActivity:NovelinanHour . Backpocket Jessica Kaknevicius Take LearningtotheOutdoorClassroom. In theField Kyle Clarke President’s View Indira Dutt Editor’s Log Columns u t d oo r .

E . duca t . i o n

. . 1 27 24 21 17 14 11 30 6 34 33 31 3 2

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PATHWAYS E ditor’s Log ditor’s impacts onthelivesofstudents. experiencing nature hasprofoundly positive In more fortunatecircumstances, directly there were elementsoftheoutdoorsinside. students feltmore free andhappywhen relationship. As aresearcher Ifoundthat outside ofschoolandstrengthens our connects metomystudents’dailylives teaching. Suchimmediacyandrelevancy an addedimmediacyandrelevancy tomy the “real world”intomylessons.Thislends incorporate whatisimmediatelyvisiblein out ontoanaturalizedspace,Iamableto classroom, perhaps especiallyiftheylook For example,ifthere are windowsinmy we mighttakeforgrantedhaveanimpact. spaces. Sometimesevensimpleelements as thelearningthatoccurswithinthese am abletohavewithmystudents,aswell learning spacesaffects therelationships I As ateacherIfindthatthedesignof work exploringarchitecture andeducation. program andasaresearcher inmygraduate teacher ataplace-basedresidential literature public schoolscienceandEnglishteacher, a in mycapacityasanoutdooreducator, a witnessed howourenvironments affect us, environments forsometime. Ihave I havehadaspecialinterest inlearning envisioning OutdoorLearningSpaces. to share thisspecialissue ofPathways,Re- but before Igettothegarden, Iamhappy in myfront garden are ripeforthepicking, Summer isinfullswingandthestrawberries • • • • • • • • Pathways: Thank youtothemanyindividualswhogenerouslyprovided artworkforthisissueof Sketch Pad Student drawings from Indira Dutt’s Master’s thesis– Student drawingsfromIndira Dutt’s Master’s Katie Sweet–pages35and 36(COEOconferenceposter). Ferruccio Sardella–pages 28and29. Claire Grady-Smith–pages 21(“WintergreenStudios”)and22(“KidsonthePath”). Calvin Fennell–page35(“With RespectstoCorneliusKrieghoff”). Indira Dutt–page11. Kyle Clarke–coverandpages4 Erin Cameron–pages3,13,16and19. 10 and12. Indira Dutt seeing youatthefallconference. [email protected]. We lookforward to Pathways pleasecontactErinCameron at If youwishtocontributethefallissueof breath offresh airin“Wild Words.” activity andConnieKavanaghgivesusa shares acollaborativeoutdoorliteracy tips foroutdoorclassrooms, BenBlakely Jessica Kalneviciusoffers inspirationand classroom. centre, children’s garden oroutdoor thoughtfully builteducationandretreat specifically—whether itbesharing a features articlesthatdiscussdesignmore wilderness advocate.“LearningSpaces” us tolookdeeperatafamed American while Greg Lowan-Trudeau challenges impacts ofgardening with children athome of seeing.J.D.Piperpointstowards the encourage actionandoffer anewway articles thatchallengethestatusquo, first section,“Re-envisioning,”includes two connectedyetdistinctcategories.The Submissions forthisissueseemedtofitinto infused withwildnessandwonder. now, andhowwecanhelptocreate spaces spaces inwhichwelearn,howtheywork is apartoflongerconversationaboutthe are eclecticandrich.Itishoped thiswriting The articlesgathered between thesecovers pages25and26. term asPresident, Inowlookforward to get involved. As thisismythird and final would encourageanyone withaninterest to will beanexcitingtimeto dosoandI considering joiningtheboard, 2013–2014 to othermembers.Forthose members step asidetooffer leadershipopportunities long timecontributorstotheboard will Directors willchangesignificantly, asmany plan. ThisautumntheCOEOBoard of a strong group ofleaderstocarryoutthat Just asimportanthavingaplanis interest. other memberoftheboard toexpress your to thisinitiative,pleasecontactmeorany process andare willingtocommityourtime forward. Ifyouwouldliketobepartofthis new ideas,anddevelopaplanformoving to share different perspectives,discuss knowledgeable group ofCOEOmembers once againbringingtogetheradiverseand hope wouldbetorepeat thisexperience, by expertfacilitator, BrianLisson.The the NorvalOutdoorSchoolandwasled of membersmetforaproductive dayat in thewinterof2007,whenasmallgroup session. ThelasttimeCOEOdidthiswas to conductastrategicreview andplanning a committeeofCOEOmemberscanmeet organize aone-ortwo-dayretreat sothat like topropose thattheboard ofdirectors As COEOhasdoneinthepast,Iwould strategic long-termplanning. engage inanysubstantivegoalsettingor with theamountoftimerequired tofully the next12months,itdoesn’tprovide us happeningsandtooutlineaplanfor year’s important opportunitytoreview thepast our Annual GeneralMeetingaffords usthe developing anyplansforthefuture. While necessary step,whichmustbetakenbefore need tooccur. Thissortofexercise isa consider anypossiblechangesthatmight goals andcurrent functioning aswell periodically review ourorganizational where weare going.Itiscriticalthatwe where weare, where wehavebeenand occasionally takeastepbackandlookat important thatweasanorganization to meettheneedsofitsmembers,itis For COEOtoremain relevant andcontinue P resident’s View Kyle Clarke Past President [email protected]. be forwarded toZabeMacEachren, COEO the COEOwebsiteand,oncecompleted,can Nomination formscanbedownloadedfrom their achievementsinthisspecialway. applaud theirefforts andacknowledge or leaderinourcommunitysothatwecan consider nominatingacoworker, classmate deserving groups orindividuals.Please if memberstakethetimetonominate COEO awards presentation canonlyhappen conference, the highlight ofeachyear’s presentation oftheCOEOawards. A upcoming fallconference andtheannual to onceagainremind members ofour Finally, Iwouldliketotakethisopportunity and beyond. promote outdooreducation across Ontario gain valuableleadershipexperienceand opportunity tomakemanygreat friends, the Board ofDirectors Ihavehadthe involvement inCOEOandspecifically to sayaboutthisexperience.Through my eight years,Ihavenothingbutgoodthings Having servedontheboard forthepast board membersintherole ofPastPresident. supporting theincomingPresident andnew

3 PATHWAYS 4 PATHWAYS R e-envisioning being busedtoalarge newlybuiltregional I attendedin1972,Grades 7to11 were from Kindergarten toGrade 11. Bythetime built in1936andupuntil 1969servedkids Vermont border. ButlerElementary was Townships ofQuebec,notfarfrom the at asmallprimaryschoolintheEastern the yearIbeganattendingKindergarten, might qualifyasmodern).Itwascompleted built in1972(anythingyoungerthanIam The buildingitselfisrelatively modern, field. with alarge schoolyard, includingaplaying heart ofthecity, itisanurbanschool,albeit While theschoolisnotin groups, from JKtoGrade5. about 30different language 700 students,representing indicate there are about Recent statistics school life. well involvedin are generally and parents association, and school active home has areally Their school to Grade4. Kindergarten at leastfrom ever were, than mine and interested are more involved a child.Theirteachers experience thanIhadas much bettergradeschool Overall, Iwouldsaytheyare havinga run bytheToronto District SchoolBoard. R.H. McGregor Elementary, agreat school live withmeeveryotherweek,andgoto Toronto andhavetwogirls710.They I ama46-year-old single father. Ilivein By StephenBiggs Kids? Safety vs.Danger:What Are We Teaching Our fenced inarea forthedaycare children that very highfence.There isevenasmaller surrounded byafence—insomeplaces where Iworkacross thestreet. It’salso underground parkinglot forthehospital serves doubledutyasthe roof ofan wilderness, mychildren’s playingfield Whereas myschoolyard bordered the do thesame. schools inOntariowouldallowchildren to It’s hard toimaginenowthatmanygrade open watercatchingcrayfishandminnows. no olderthantenplayinginandnearthe our school,andIcanremember asachild surrounding countryside. dairy, poultryandpigfarmsthatdottedthe vast majorityofuswere bused infrom the While somechildren grew upintown,the area coveringabout4,000 square kilometers. high schoolthatbrought inkidsfrom an large creek thatranbehind quality. There wasa recess hadasimilar time outsideduring parents. And atschool, out ofsightmy my home,oftenwell that surrounded woods andfields When Iwasmy about inthe daughters’ age, myself roaming long hoursby I hadamuch spending remember different today. Ican girls have than my world natural with the relationship that wewenthometoQuebec tovisitmy my summervacation”essays you’dlearn lots. Ifyouread mykids’“whatIdidon in grassyroofs ofunderground parking ways thatcan’tbeaccomplished onfenced children tolearntheirabilitiesandlimitsin rocks andtrees andwadingincreeks, allows bodies through thenaturalworld,climbing I thinkhavingthechancetomovetheir regard. Skanazy’s (2009)Free RangeKidsinthis been safer. Iinvitepeopletoread Lenore of theworldchildhoodhasperhaps never children livingintheindustrializednations But ifyoulookattheactualnumbers,for horrors thatmightbevisiteduponus. we spendalotoftimeworriedaboutthe something real. Thesedaysitfeelslike of dangerandriskthatisfoundedin who havegrown upwithanunderstanding who are notwithoutfearsoftheirown,but independent children—that is,children our feargetsinthewayofraisinghealthy making noisesaboutthedegree towhich In recent yearssomepeoplehavebeen themselves, no? learns howtouseaknifeislesslikelycut with wildness,danger. A childthat having achancetointeractwithnature, there issomethingcriticalaboutkids are missingisequallyimportant.Forme, and diversecommunity, butwhatthey raised andeducatedinaculturallyrich my children havethebenefitofbeing that mychildren don’thave.Certainly a fenceafforded mecertainopportunities issues, butIthinkmyschoolyard without It mightseemlikeI’mconflatingtwo opportunity tolearnhowbesafe. safety togetinthewayofmychildren’s However, Ialsodon’twantfearfortheir children hurtanymore thananyoneelse. Don’t getmewrong: Idon’t wanttosee sure thatcagesandbuzzers are theanswer. building, againforreasons ofsafety. I’mnot was installedatthemainentranceof reasons ofsafety. Recentlyabuzzersystem frankly, butIhearitwasconstructed for share thefacility. Itlooksmore likeacage to theoverprotective urges ofourage. with farmboyroots, hestrugglesnottogivein Toronto. Anovereducated urbanprofessional Stephen Biggsisasinglefatherwholivesin Skenazy, Lenore (2009).Free rangekids: Reference going back?” they can’tstopaskingme,“Whenare we minnows. As theendofschoolapproaches, spent themorningcatchingcrayfishand house, and,justoutofeyeshot,dangerously went downtothecreek behind mysister’s family. Onedaymygirlsandtheircousin Francisco: Jossey-BassPublishers. (without goingnutswithworry).San How toraisesafe,self-reliant children Re-envisioning

5 PATHWAYS 6

PATHWAYS R e-envisioning roasted Swedish Berriescandyontheends salamander; madefires, overwhichwe logs insearch oftheelusivered-backed fieldstone walls;flipped over rotten archeological investigationsonold tag, chaseandwargames; conducted ’s steepandbumpytrails;played of anyadult.We rode ourbikes downthe importantly, playfreely beyondthegaze of storiesandscenarios,and,most imagine andcreate aninfinitenumber and investigatethenaturalenvironment, provided aplacewhere wecouldexplore These localandaccessiblegreen spaces and intersectedourneighbourhood. the andravinesthatbothbordered as captivatingtheplayweexperiencedin recreational spaces,nothingwaseverquite sets andopenfieldslocatedwithinthese we enjoyedusingtheclimbers,swing in oursuburbancommunity. Although public parks,schoolyards orplaygrounds to independentlyvisitanyofthenearby lucky, aswewere allowedthefreedom behind myhouse.MyfriendsandIwere of mychildhoodplayingintheforest I spentthemajorityofeachsummer By KyleClarke Play Guerilla FortConstruction: Activism forOutdoor with disagreements orfightsamongst each aspectoftheproject. Whenconfronted a consensusbefore movingforward with multiple ideasandpoints ofview, andform to negotiatewithoneanother, consider Group membershadtodeveloptheability or guidanceofteachersand parents. the firsttime,dosowithoutfacilitation required tocollaborate intenselyand,for succeed inthefort-buildingproject wewere of avarietyinterpersonalskills.To activity thatassistedinthedevelopment it couldbeseenasachallengingsocial was apowerfullearningexperience.Partly, constructing fortsincooperativegroups For myfriendsandme,theactof site quicklyabandoned. with anyprimebuildingmaterials,andthe contents ofthefortwere collected,along of ourfort’sposition,immediatelythe point webecameaware thatoutsidersknew by allmembersofthegroup andifatany secret locationofafortwastoberespected had spottedortrespassed ontothesite.The of anyphysicalsignsindicatingthatspies as required, allthewhilebeingcognizant would modify, changeandexpandourfort passersby. Throughout thesummerwe help itremain unnoticedandunseenby gully behindaknoll,somethingthatwould specific geography, eitherahighpointor natural buildingmaterials.Itrequired a site neededtobeclosebothatrailand obviously animportantconsideration—the part real estateprocurement, locationwas necessary tools.With thisendeavourbeing construction materialsandacquiringallthe scouting potentialbuildsites,gathering by assemblingacrew of trusted friends, activity. Eachsummertheprocess began The buildingoffortswasasignificant constructing forts. of all,spentagreat dealof timeandeffort saws andothersharpthings;and,notleast “Forest Taffy”); playedwithknivesand of thintwigs(atrue delicacywecalled afternoon walk withmyfather play experiences whileonan I wasrecently reminded ofthesechildhood rituals andhappenings. for anewvarietyofimaginative activities, over. Thefortthenbecame adynamichub finished afresh setofplayactivitiestook fort increasingly neared completion;once of engagementandmotivationgrew asthe new ideawesuccessfullyapplied.Ourlevel behaviours were thenreinforced witheach be innovativeandthinkflexibly;these materials. Theprocess demandedthatwe up ofnatural,foundandrepurposed forts were alwayscomposedofamash- garden stakesandhemlockboughs.Our the fortwithalatticeofgreen bamboo and thenthefollowingsummerwetopped old Twister matthatsomeonehadfound year wewaterproofed theroof usingan sort ofvernaculararchitecture, Irecall one plans basedonouravailableresources. A we hadonhand,adaptingconstruction We workedwiththesite,materialsandtools to becreative, experimentalandresourceful. specific kindoffree playactivity required us experiential, self-directed andactive.This Building fortsislearningbydoing— impediments improved asaresult. our abilitytonavigatesuchrelational taking placewithinthegroup andso activity alwaysoutweighedanyconflicts to continue.Ourdesire to proceed withthe resolved fortheactivityof fortconstruction to ourproblems—these issues hadtobe to quicklyfindworkable, real solutions group members,wealways feltpressed specifically, wasthefort buildingexperience this typeoffree playwasstilloccurring— collect evidencetodemonstrate whether wondered howImightinvestigateand the communityinwhichI nowliveand similar perspectives,Ibegantothinkabout reviewing thisliterature andreading many longer beingafforded tochildren. After of free playexperiencesare simplyno Some broad assertionsclaimthesetypes Louv, 2005;McKinney, 2012;Sobel,2002). by children today(Frost, 2010;Gill,2007; of spontaneousoutdoorplayexhibited raised concernaround theapparent lack child studiesandoutdooreducationhave Many authorswritingwithinthefieldof the case? past. And soIwondered, wasthisactually made free unsupervisedplayathingofthe of organized and“safe”activitieshave pressures combinedwithaccesstoamyriad North America, parental fearsandsocietal childhood isnotwhatitoncewas,thatin tugging atacommonbelief;theideathat my fatherwasbeingfacetious,he here, thenextminutepoof!” Although latent shellfishallergy—one minutethey’re for crayfish,andallofasuddendiscover a could beplayinginthestream, looking never knowwhatcouldhappen: A child West Nilevirus orLyme disease. You worried they’lltouchpoisonivyorcatch adding “Theirparents are probably aren’t allowedtodothose thingsanymore,” dad responded bysuggesting, “Children running around orbuildingforts?”My there aren’t anykidshere? You know, wooded area, Ithoughtaloud: “Howcome last summer. Strolling through anearby experience for children todayand,ifnot, of mychildhood stillascommonan community—or shouldit? should notbeattemptedinyourlocal these paragraphsisjustanideaand Ontario. Theproject describedwithin the CouncilofOutdoorEducators reflect anyofficial policyorposition of the authoranddoesnotnecessarily the followingparagraphsisthatof Disclaimer: Theideaexpressed in Re-envisioning

7 PATHWAYS Re-envisioning 8 PATHWAYS As Iintendto setupthesefortsonpublic their dailysummerplayroutines. and incorporatetheseoutdoor spacesinto with theactivityofconstructing these forts children willfindthesesites,continueon and associatedartifacts.Thehopeisthat variety oftools,otherbuildingmaterials five selected“studysites”alongwith a constructed from wood willbeplacedin consisting of“A”and“H”shapedpanels fort behind).Fortsectionsorlooseparts places, Iwilltoleavethebeginningsofa in public anonymously artwork artists leave that guerilla the sameway (i.e., muchin green spaces forts inurban constructed with partially and tools,along building materials will involveplanting movements, theproject Playground andGuerilla Art inspiration from boththe Adventure learning andadventure forchildren. Taking utilize seededfortsassources ofinspiration, creative outdoorplay. Thisinterventionwill encouraging andfacilitatingchildren’s of free play;and,second,totesttheviability local forested areas, parksandravines)for regularly accessingurbangreen spaces(i.e., to determinewhetherchildren are still this project willservetwo purposes:first, unsupervised outdoorplay. Iamhoping around thedecrease inchildren’s accessto respond experimentallyto current concerns here, asIwouldliketouse thisproject to use oftheterminterventionisintentional be carriedoutinmylocalcommunity. My decided todevelopaplayintervention and group hideoutsofchildhood),Ihave forts, sheltersandtree houses—the private described aschildren’s specialplaces(i.e., or whatauthorDavidSobel(2002)has In order tocollectinformation aboutforts then whatcouldIdotochangethat? guerilla fortconstructionasameansof site, itwould beastrong indicationthat no physicalchangehadoccurred toafort series ofphotosIwere todiscoverthat of outdoorplayateachsite. Ifthrough a should reveal informationaboutthestate that transpire. The resulting setsofimages able tohighlightallofthephysicalchanges time-lapse photographytechnique,Iwillbe each individualsite.Byutilizingasimple visual accountoftheplayexperiencedat summer will,itishoped,provide aunique The imagesthatIcollectthroughout the transformation ofthephysicalsiteitself. that Iintendtoobserve,butinsteadthe not actualchildren ortheirplaybehaviours evolution ofeachsiteovertime. And so,itis children) tophotographanddetailthe early morningtoavoidencounterswith throughout thesummer(andduring to return tothesitesonaregular basis initial seriesofphotographs.Thegoalis sites willthenbedocumentedwithan Following thisset-upprocess, thefort site alongwithavarietyofhandtools. building materialswillalsobeleftateach leaning themagainsttrees. Additional in an A-Frame typeformationorsimply placing thefortpanelsagainsteachother set-up ofeachindividualsitewillinvolve locations throughout my community. The constructed loosepartfortstovarious my firststepwillbetotransportthepre- stealthily andunderthecoverofdarkness, to behighlycovertinnature. Working local municipality, thisproject willneed lands andwithoutthepermissionofmy how parents andcommunitymembers for discussion.Iwillbeinterested tolearn fondness, andsoitmakes anidealsubject look backonwithgreat nostalgiaand experience andonethatadults often The fortisauniversalchildhood play occur andwhoshouldoverseeit. play shouldlooklike,where itshould of talkingbacktocurrent ideasofwhat I believethisproject isaninteresting way experiences? Where hasthebalancegone? to amultitudeofrichandjoyfulplay protection ofchildren nowtrump access need toensure theabsolutesafetyand has changed?Whydoestheapparent the watchfuleyesofanadult.Sowhat the freedom toroam andplaybeyond their owneight-ornine-year-old child play andoftendecideitisunsafetoallow struggle withtheideaofunsupervised play experiencestomyown,theynow today’s parents share similarchildhood play inourcities. Although manyof awareness tothecurrent stateofoutdoor citizen-activist withthegoalofbringing I amapproaching thisproject asa to parental fearsandapprehension? of thisproject helpreduce orcontribute childhood andoutdoorplay?Would hearing to changethewaywecurrently thinkabout Does aproject likethishavethepotential Activism forOutdoorPlay necessary analysisandinterpretation. that thosewhoseethemwillprovide the will mostly“speakforthemselves”and with others,myhopeisthattheimages will eventuallyshare thephotographs tool). Although Iamnotyetsure howI existing theoryorconstruct asadeductive images atfacevalueandutilizingapre- balance betweentakingthecontentsof provide agreat challenge(i.e.,finding a images toextractanydeepermeaningwill I believetheprocess ofanalyzing these and straightforward this procedure sounds, had indeedtakenplace.Despitehowsimple of usewouldprovide evidence thatplay showing asitewithobviousphysicalsigns green spaceforplay. Incontrast,images children were notaccessingthisparticular explore. encourage themtocreate, discoverand children tonearbyoutdoorplayspacesand own community;andultimatelyattract others totakeupasimilarproject intheir supervision andoutdoorplay;inspire will complicatediscussionsaround child of way),butmyhopeisthatthisproject (in anEasterBunnymeetsBooRadleysort children tofindmaysoundalittlecreepy hacksaws andtwo-by-foursbehindtrees for visiting yourlocalparkat5:00amtoleave Admittedly, theideaofanadultmale as well. choose toaddtheirvoicesthediscussion the statementIamattemptingtomakeand at leastoneortwoindividualsrecognize for children todiscover? It ishopedthat leaving “dangerous” hand toolsaround municipal parksorconcernaboutastranger outrage over“junk”beingdumpedintheir work intheirneighbourhood—will itbe after hearingthatafortbomberhasbeenat interpret thisproject andhowtheyrespond Re-envisioning

9 PATHWAYS 10 PATHWAYS Re-envisioning Frost, J.L.(2010).A historyofchildren’s play References for children. benefits offree unsupervisedoutdoorplay parents toseepastperceived riskstothe intervention isexactlywhatneededfor Given thesepotentialoutcomes,perhaps an how theiractionsimpacttheenvironment. place andbecomeintimatelyaware of with naturalspaces,developasenseof of playforts,children are abletoconnect real problems. Through theconstruction activity learntonegotiaterisksandsolve and resilience. Children engagedinthis that promotes creativity, cooperation experience forachild.Itisanactivity Building afortcanbepowerfullearning Conclusion NY: Routledge. ,contemporary child-saving. and playenvironments: Toward a University. of KinesiologyandHealthStudiesatQueen’s Kyle ClarkeisagraduatestudentintheSchool Sobel, D.(2002).Children’s specialplaces: McKinney, K.(2012). Adventure intothe Louv, R.(2005).Lastchildinthewoods:Saving Gill. T. (2007).Nofear:Growing upinarisk Press. Detroit, MI:Wayne StateUniversity bush housesinmiddlechildhood. Exploring therole offorts,dens, and Outdoor Education,24(3),24–27. Pathways: TheOntarioJournalof woods: Pathwaystoforest schools. York,New NY: Algonquin. our children from nature-deficit disorder. Gulbenkian Foundation. averse society. London:Calouste

architecture andgreen spaces infunctional movement, withtheaimto integrateurban by EdenSmith,aleaderin the Arts andCrafts buildings thisyear, theco-op wasdesigned Bay Streets. Celebratingthecentennialofits located a15-minutebikeride from Kingand established, NDP-devoutneighbourhood It islocatedinRiverdale, anupscale, largest co-operativesocialhousingcomplexes. The BainCo-opisoneofCanada’soldestand generous andwilyways. aficionados ofthesoilanditsproud, cruel, know whatwewere doingwhileotherswere city. We begangardening. Someofusdidn’t developing a relationship with theearth in the and adultstooktothelandbegan most dynamicurbanvillages,over30children In thesummerof2012,inoneToronto’s to advocate. contravene whatIpresume abstracted elementsthat help buthavedidactic, I’m writing,foritcan’t even objecttothisarticle In thissense,ofcourse,I the world. think contextuallyabout largely losttheabilityto kind ofhumanwhohas are raisingastandardized freedom, wehaveraisedand talk aboutindividualityand in theclassroom, despiteallour to thosewithinvestedauthority formal education,despitetheesteemgranted learn. Despitethebillionsofdollarsgivento other words, thewaywelearniswhat professors, managers,experts ofallsorts?In content thatispassedtousbyteachers, more believable—thanwhat welearn—the is deeper—more lasting,more instructive, are ourvalues? And thatthewaywelearn adults—is antitheticaltowhatweoftensay that thewaywelearn—aschildren, as in thecivilizededucatednationofCanada Is itshockingorcallowtocategoricallystate By J.D.Piper He Ate aWorm R e-envisioning just wanted tothem. digin sit and holes planted tomatoesandlooked forworms.Many with thewaterhose,somesat ontherecently what theyknewaboutvegetables, someplayed and, beingkids,theydidn’t care. Sometoldme (that Ididn’tknowanything aboutgardening) about howtoplantzucchinis.Itoldthekidsthis expectations from religion totechnologythan and Hamletorthetransference ofsoteriological more abletotalkaboutgenderissuesinOrlando I wasprobably theleastexperiencedadult,far with kidsofwhateverages,plantingfood. levels ofrandomnessandknowledge,working from theBain’sBoard, began,withvarying courtyards, withthehelpofastart-upfund particular plan,fiveadultsindifferent Bain culture itself.Lastspring,through no anarchic order thatissomehowindicativeof seen, vibrantbecauseheterogeneous and Cities—safe becausepeopleare knownand extols inTheDeathandLifeofGreat American kind ofurbancommunitythatJaneJacobs living courtyards andlushwalkways—the green-roofed buildingsare centered around are attractedtoitbecause itsthree-storey, achieves suchsymbiosis:manyofitsresidents almost 500peoplein260unitsonfiveacres), the challengesoflivinginclosequarterswith we callit(wellaware ofthepun,reflecting and aestheticallypleasingways.TheBain,as perambulated togetherinakindof vegetables, fruit, flowersandsculptures, a vibrantandexcitingarrayof around inthesummerreveals gardeners attheBain—awalk- There havealwaysbeenamazing always changing,enchanting remote office somewhere. and disturbinglyrelevant, Parliament Hillorsome City Hall,Queen’sPark, and managersbeingin as opposedtotheplanners planning andmanaging, and challengingbecause the communitydo the peoplewholivein 11 PATHWAYS 12 PATHWAYS Re-envisioning • • • and learned— A fewcommentsaboutthewayweworked Fine, butwehavetowashitfirst. What’s that? hand, I’mmore ofaflexitarian. Well, I’m sortofavegetarian.Ontheother Will youeataworm?heasked. horrors ofexistence. Colin pausedandpondered thepossible Yes hedid. No hedidn’t. told me… Yes hedid.Hecamehomefrom schooland No hedidn’t. was ingradeone. One ofmysonsatesevenwormswhenhe I foundaworm. Yes, Isay. JD, Colinsays. a tomatoplantanddigsforworms. recently plantedsoil,plunkshimselfdownon old, meandershappily, talking,across the Colin, aperfectmunchkinofthree-year- earth, learningtakesadifferent form. trees andrivers.Buthere, onthewall-less resemblance tomissilesand highwaysthan inevitable, whoserhythms bearfarmore that oftenleadtoadrivenlifeseems didactic learning,avalanchesofdeadlines will bequicklyenculturatedintorows and reified asmature, necessaryandgood.Most technology andwork—waysthatbecome with eachother, money, animals,theearth, ways ofconstructing ourrelationships very particularandfrequently overwhelming over aspanof20+years,worldorientedto They willbeprepared fortheadultworld mischievous, exploratoryandcommunicative. in theearlygrades,were imaginative,playful, These kids,manyofwhomwere pre-school or random surprises. the plantingandharvesting cycle,and determined byaparticipant’s interest, Activities were shifting andshared, harvests were shared. and seedlingscamefrom varioussources, A senseofcommunalownership:seeds embodied. education ismosteffective when Optimal learningisthrough doing; • • • • fire andwater gatheroverdarkpintsin the Our strutting ofawards? Isitimpressed? Do knowledge? Ourlabyrinths ofintelligence? erect andcommittedsystems?Ourrobes of but don’taerate?Isitweary ofourvanity, our buzz butdon’tpollinate,the carsthattunnel its face,thetoing-and-froing, theplanesthat The earth…isittired ofthehumanbulkon earth’s knowledge? superior andapart,asopposedtoapartofthe fame, wealth—thathumanknowledgeis pretend—through adultfantasiesofdegrees, protect usfrom the knowledgeofearth,to Have weerected thewallsofclassroom to in thestormofmoney, theemptiness oftime? the riverinrush oftheclock,feelsea they’re unknown,whenonehastosearch for the seaandriverare nolongervisible,when inner river, thatstrong brown god,when But howdowefind,letaloneexplore, the river iswithinus,theseaallaboutus….” In TheFourQuartets,T.S. Eliotwrites,“The asserting one’swilloverothers. task, losingoneselfinit,ratherthanby Freedom bygivingoneself overtoa for theseenandunseen. Learning aboutwhatishidden—caring controlled byadults. participants ratherthananagenda Influence onactivitiesfrom all learners, students. participants withadults:allteachers, Non-regimented, kidsas co-creators and courtyard, gatheringfoodand makingasalad instruments, dressing incostumesone going from garden togarden, usingmakeshift At theendofsummer, wehadaparade, learning in,foratime. tentative, curious,murky—find ourselves earthroom? Thiswormywombwehumans— But whysayclassroom oftheearth?Whynot distance betweentheearthandsky? outdoors, andknowledgestretched tothe Shouldn’t, inasense,alleducationbe living worm? virtualized …whatdoesitmeantoeata carnage intheWest isprimarilyhiddenor far from consumereyesandears,when animals are killedandtheirmeatprocessed know are more virtualthanreal, when pollinate, whenthewormsweurbanites invented electronic insectsthatcanpotentially In thisage,whentheU.S.militaryhas the worm. All Colinwanted,though,wastoseemeeat chickens andpigs,sometimestoreplace them. around theworld,sometimes inadditionto Instead Italkedabouthowinsectsare eaten struggle betweennature andhumandesire. worm pleadingforitslife,somemythopoeic whole, chewit…turnintoadrama,the I hadtodecidewhetherswallowtheworm bars ofnightanddiscussus?Dotheylaugh? as randomnessandcontradiction. including otherequallyvalidaspectssuch and synthesisare aspectsofalarger whole, In theclassroom oftheearth,causation consciousness, toaltertheelements). element (thecapacity, through incarnated (air, earth,water, seed)andthehuman a constantdialogueamongtheelements In theclassroom oftheearth,planningis the earthsetscurriculum. teacher, dean,principalandsuperintendent, In theclassroom oftheearth,earthis worms. In theclassroom oftheearththere are see walls. For intheclassroom oftheearthyoudon’t flognardes. learned tocookeverythingfrom empanaditasto in theKitchen”program, where participants commercial kitcheninthewinterandrana“Kids the Bain,communitymigratedintoitsnew harvesting numerous children’s gardensacross JD PiperlivesinToronto. Afterplantingand One day, ofcourse,thewormswilleatme. You ateaworm,hesays. ? Colin, Isay. Goodtoseeyou.Howwasyour JD. survived sixmonthsofdarkness,andsays, reappears inthegarden, asifwehadn’tjust into thehappyoutdoorbathofspring,Colin crawl from thestuporofToronto winter bundled likeabear. When,finally, weBainers occasionally from adistance,inthecold, Later, inthewinter, IthinkseeColin from ourproduce whenourparadefinished. Re-envisioning 13 PATHWAYS 14

PATHWAYS R e-envisioning their facilityover theweekend. A trucking the Toronto FoodTerminal andstores itin the Toronto area, orders ourfoodfrom offering variousnutritionprograms in Food Share, anon-profit organization food weshipuphere. offers usafreight subsidyonallthehealthy we accessthrough True NorthCoop.This the NutritionNorthCanadaProgram, which Another program thathelpscutourcostsis have slowlyhelpedusgrow stronger. True NorthCoop inThunderBay, Ontario, organizations likeFoodShare Toronto and but thepartnershipsestablishedwith farmers’ marketshasbeenverychallenging improve. Sincethen,thelogisticsofrunning nutritious foodinthecommunityneededto the accessibility, qualityandaffordability of years agobyvolunteerswhorealized that The firstfarmers’marketwasorganized six do this. markets, heldeverytwoweeks,helpthem families ofincludingsuchfood.Thefarmers’ aware ofthebenefitstohealththeir and fruit alongwithwildmeat.Theyare now prefer toincludeavarietyofvegetables has includedachangeindiet.Mostpeople nomadic lifestyletoasettled,communitylife and spiritually. Butthechangefrom a health—emotionally, mentally, physically the naturalenvironment iscriticaltotheir meat eatersforthousandsofyearsand goose, rabbitandbeaver. Theyhavebeen mostly meateaters,consumingmoose, Traditionally, thepeopleofJamesBaywere Bay community. very popularinthissmall,isolatedJames fresh, affordable produce thathasbecome potatoes, lettuce,peppersandmore—all have apples,bananas,kiwis,strawberries, at themarketonFriday, boxesthatwill makes 36boxessofarthatwewillbeselling it uparound 5:00pmatthe gym.”That on thelist,”Iassure her. “You canpick box?” Maryasks.“Sure, I’llputyourname The phoneringsagain.“CanIorder afood By JoanMetatawabinandGigiVeeraraghavan Food SecurityinFort Albany as ithelpedto improve thestudents’ immediately sawthebenefits oftheprogram a snackprogram helpedfillthatgap. We children withnutritiousfoodbackthen,so impossible forparents toprovide their available inthecommunity. Itwasalmost when verylittlefresh oraffordable foodwas 20 yearsagointheoldSt. Ann’s school afternoon. Thisprogram wasstartedover each morningandahealthysnack which offers all180studentsbreakfast goes totheStudentNutritionProgram, Some ofthefoodfrom eachmarket “When isthenextmarket?” to cookorjusteatasis. And alwaystheyask, people leavewiththeirbagsoffood,ready Gigi.” These are the comments we hear as the next time?”“Thankyou,Joan.” the change.”“Canyouorder more berries out. “Are there anymore potatoes?”“Keep lineups ofshoppersare slowlybeingchecked minutes mostofthefoodisgoneandtwo food boxesisnotpickedup.Within about20 name onthewaitinglistincaseoneof who missedordering afoodbox,puttheir the tablestochoosetheirfood.Somepeople, quickly pickthemup,whileothersheadto door opensandthosewhoordered boxes favourite fruits andvegetables.Finally, the bags, ready torush inandfillthemwiththeir pm, witheveryoneanxiouslyholdingtheir A lineupalwaysstartsoutsideabout4:30 boxes before thedoorsopenforbusiness. price andpackthe40pre-sold GoodFood volunteers workingquicklytoweigh,bag, unloaded tothegym,ittakeseightornine pm market.Usually, bythetimefoodis and organize thefoodonto tablesforthe5:00 to theschoolgymwhere volunteersunload trucks waitingattheairporttotakefood the JamesBaycoasttoFort Albany. We have small planefliesthefood160kmnorthalong day, afterafive-hourtrainridetoMoosonee, then loadedintoarefrigerated car. Thenext Cochrane, Ontario,800kmaway, where itis the OntarioNorthlandRailwaystationin company thenpicksitupanddeliversto planting beds inthegreenhouse. school scienceroom thataddsrichsoiltothe students andhaveaworm farminthehigh months. We introduced compostingtothe to watchthemgrow through thesummer each yearforthegreenhouse andare able undamaged. Thestudentsplantseedlings five yearsafteritwasfirst erected, itstands not lastlonghasbeenunfounded.Today, many peoplethatthegreenhouse would “When isitgoingtobegreen?” Thefearof construction formanydays,finallyasked, greenhouse. Onelittlegirl,afterwatchingthe and watchaskquestionsaboutthe outside theschool,studentswouldcome greenhouse construction washappening to learnhowgrow theirownfood. As the the schooladdedagreenhouse forstudents As anextensionoftheNutritionProgram, other activitiesthatrun throughout theyear. monthly award winners,andnumerous for after-school activities,specialtreats for under theNutritionProgram includesnacks to eachclassroom. Otherfoodactivities love tohelpprepare anddeliverthesnacks students. Theyappreciate theprogram and healthier cereals haveallbeenoffered tothe melons, peppers,whole-wheatflourand foods through theNutritionProgram; kiwis, They havealsobeenintroduced tounfamiliar equipment intheiryearsatPeetabeck. become knowledgeableaboutcooking learned toread recipes, bakemuffins and to allcookingfacilities.Moststudentshave course andelementarystudentshaveaccess are abletotaketheFoodandNutrition a focusintheschool.Highschoolstudents a fewyearslaterandfoodliteracybecame breakfast. An afternoonsnackwasadded to expandtheprogram to includeareal economics room, wewere finallyable state-of-the-art kitchen,cafeteriaandhome new school,Peetabeck Academy, anda Then in2001,withtheconstruction ofa to school. the studentstolookforward towhencoming piece oftoastandjam,itwassomethingfor each studenthalfanappledayora though ourbudgetatthattimeonlyallowed attendance, behaviourandmotivation.Even Joan begananutrition program intheschool Edmund servedaschiefofthe communityand their dream loghouseontheAlbanyRiver. Here back inAlbanytheearly1990s, theybuilt worked andattendeduniversity. Aftersettling and theninvariousothercities inCanadaasthey raised theirthree children firstinFortAlbany meeting andmarryingherhusband,Edmond,they Fort Albanytoteachschoolinthe1970s.After community ofWilberforce, Ontarioand movedto Joan Metatawabinwasraisedinthesmallrural live healthy, sustainablelives. for everyoneandteachourchildren howto projects willhelpusincrease foodsecurity currently intheplanningstage.Eachofthese program; alloftheseprograms are gardening, offer cookingclassesandbegina in thecommunity, wecanpromote more successful nutritionprograms operating more canbedone. Along withthealready programs weoperateare soimportant.But how tofeedtheirfamilies.Thatiswhythe year, leavingpeoplefeelinginsecure about food closedown.Thishappenedtwicethis the communitythatpeoplerely onfor especially whenbusinessesfrom outside and talked-abouttopicinourcommunity, Food securityisamuchthought-about secured. meals twiceaweekoncemore fundingis our efforts sowehopetobeabledeliver their delivery. Theyare veryappreciative of the elderseagerlyawaiteachWednesday for weeks butthefeedbackisverypositiveand workers. Ithasonlybeenoperatingforafew to eachofthe20–25eldersbyhomecare usually soupandbannock,delivered The foodisprepared intheschoolkitchen, the eldersinaMeals-on-Wheelsprogram. the communityservesonemealaweekto Another foodprogram that juststartedin will beourfuture gardeners. atschoolandhome.Itishopedthey children inthecommunity are learningabout best toimprove growing conditions.The for growing, whentoplant seedsandhow are alllearninghowtomake soilhealthier their owngardens outside theirhouses.We Many communitymembersare nowplanting Re-envisioning 15 PATHWAYS 16 Re-envisioning PATHWAYS Healthy Children Coordinator forPeetabeck Gigi Veeraraghavan worksastheHealthyBabies programs inhercommunity. continually implementmanyfoodsecurity has givenhertheknowledgeandpassionto raise herownfamilyinthissmallcommunity where shetaught.Theresourcefulness neededto wellness. way tosupporthercommunity’s pathtowards strengths hasbeenaninspiring andrewarding identifying andbuildingonexistingcommunity sharing infoodproduction and harvesting, Addressing accesstoaffordable food,learningand Nishnawbe AskiNation’s FoodSovereignty. Health Services,andisalsoamemberof admirers may findunsettling. ethnocentrism thatevenhis mostardent Thoreau reveals adegree ofEuro-American and decolonizinglenstothe worksof his beliefs.Indeed,applying asocio-critical I wasalsodistractedbyother aspectsof philosophies onnature andWestern society, I appreciated someofhisobservationsand somewhat surprisedtodiscoverthat,while However, uponfurtherinvestigation,Iwas environmental philosophyinNorth America. his workascomingfrom afoundingfigure of felt fondlyfamiliarwiththegeneraltoneof famous quotesandpassagesinthepast I hadheard andread manyofThoreau’s of Thoreau. the spectrum. Ibeganbyrevisiting thework attempting toclarifyexactlywhere Ifiton streams ofenvironmental philosophy, to fullyfamiliarizemyselfwiththevarious the earlystagesofmyrecent doctoralwork Following Thomashow’sadvice,Isetoutin spectrum ofenvironmental thought”(p.29). understand where [we]fitinthebroad the legacyofthesearchetypes inorder “to Thomashow encouragesustoreflect upon environmental philosophyinNorth America. Rachel Carson,isanarchetypal figure of philosophers suchasJohnMuirand that Thoreau, alongwithotherfamous Mitch Thomashow(1996)suggests Abbey. a distinctlydifferent impression thandid of Thoreau myselfandcameawaywith had theopportunitytorevisit theworks collection ofThoreau’s works.Irecently once tookaccompaniedbyawell-worn quips, whilerecounting a riverjourneyhe philosophy, sharingfavouritequotesand influence onhisownwritingandlife fondly reflected onHenry DavidThoreau’s Thoreau” (1984).Inthispiece, Abbey entitled “DowntheRiverwithHenry Edward Abbey oncewrote abookchapter writer, poetandgeneralrabble-rouser, Famed American wildernessadvocate, By GregLowan-Trudeau Archetype Revisited Against theCurrentwithHenryThoreau: An R e-envisioning industrialization remain relevant even today. abound, andhiscriticisms ofmodernityand a more simpleexistence,Thoreau’s quotes for thosewishingtogo“back totheland” two years.Walden self-sufficient lifethathemaintainedfor supplies, butforthemost part created a Concord, onlytwomilesaway, forbasic He wouldroutinely venture intonearby tofeedhimself(Thoreau 1854/2006). a large garden, andcaughtfishin Walden Thoreau builtaone-room cabin,planted Walden (Thoreau, 1854/2006,p.97): of modernsociety. As hesayshimselfin simple yetfulfillinglifewithoutthetrappings Thoreau setouttoprove thathecouldlivea Walden Pond. A classicallyeducatedman, Massachusetts toliveinaone-room cabinon complications oftown-lifeinConcord, Thoreau isfamousforcasting-off the An IntrospectiveNaturalist the following. floating downstream. Iexplore thistensionin current ofhiswritings,ratherthanblissfully than whenIbegan,struggling againstthe Thoreau’s workwithmuchlessadmiration Métis Canadian,Iconcludedmyreview of might haveadifferent experiencebut,asa towards non-Euro-American people?Others culturally superiorandoffensive attitudes standpoint whilesimultaneouslypresenting society from anenvironmental andsocial who, ononehand,criticizedNorth American contradictions present in the beliefsofaman should wedeeplyconsiderthefundamental more admirableaspectsof hisbeliefs?Or early 20thcenturiesandfocusontheother of generalsocietalbeliefsthe19thand Can wesimplydismissthisasrepresentative to die,discoverthatIhadnotlived. what ithadtoteach,andnot,whenIcame facts oflife,andseeifIcouldnotlearn live deliberately, tofront onlytheessential I wentintothewoodsbecausewishedto remains aninspiration 17 PATHWAYS 18 Re-envisioning PATHWAYS description oftheCanadian: He laterprovides afurtherdenigrating describes asfollows: acquaintance whomhecondescendingly where Thoreau describesaCanadian I sooncameuponadisconcertingpassage overly surprisedbyitscontent.However, chapters ofWalden (1854/2006),Iwasnot above. As Imademythrough theopening popularly celebratedpersonaaspresented Thoreau’s work,Iwasfamiliar withhis When Isetouttoacquaintmyselfwith are revealed inquotessuchasthefollowing: His senseofhumourandreflective nature to yourneighbour. (p. 157–159) more thanifyouintroduced awoodchuck introduction wouldservetointroduce him, so genuineandunsophisticated thatno were slumberingasinaninfant.Hewas what iscalledthespiritual maninhim was developed….Buttheintellectualand his eyes….Inhimtheanimalmanchiefly humor andcontentment…overflowed solitary andhappywithal;awellofgood interested mebecausehewassoquietand occasionally litupwithexpression ….He hair, anddullsleepyblueeyes,whichwere with athicksunburntneck,darkbushy but sluggishbody, yetgracefullycarried, He wascastinthecoarsestmould;astout would behard tofind.(p.156) know. A more simpleandnaturalman it what hiswritingwasabouthedidnot To himHomerwasagreat writer, though wholly through formanyrainyseasons…. days,” thoughperhaps hehasnotread one books,” would“notknowwhattodorainy has heard ofHomer, and,“ifitwere notfor woodchuck whichhisdogcaught.Hetoo, maker …whomadehislastsupperona A Canadian,awoodchopperandpost- uncertain ….(Thoreau, 1854/ 2006,p.98) live likebaboonsormen,isalittle they doornot;butwhetherweshould miles anhour, withoutadoubt,whether talk through atelegraph, and ridethirty Nation havecommerce, and exportice,and Men thinkthatitisessentialthe Aboriginal peoples ontheingenuityof their On onehand,heseemsto becomplimenting contradictory nature ofThoreau’s reflections. Yet again,Ifoundmyselfperplexed bythe Thoreau states: Aboriginal shelter-building techniques, arguably complimentarypassagedescribing to “civilizedsociety.” Followingan them alongwithanimalsascounterexamples people as“savages”andatonepointlists Thoreau commonlyrefers to Aboriginal made meuncomfortable.Forexample, There were furtherpassagesinWalden concerns aspresented below. general; furtherinvestigationclarifiedthese or presenting astereotype ofCanadiansin Thoreau wasmerely describingthisoneman However, itwasdifficult todiscernif as animal-likeinaderogatory fashion. superior totheCanadianwhomheportrays Thoreau certainlyseemstoviewhimselfas being apassionateadvocateforNature, I alsofounditinteresting that,despite out asimpleneighbourlyconversation. largely illiterateandincapableofcarrying simpleton wholivesclosetoNature1 butis in hisportrayaloftheCanadianasajolly fondness, heismostcertainlydisrespectful Thoreau seemstoviewhimwithacertain of hisCanadianacquaintance.While condescending andpatronizing description I foundmyselfoffended by Thoreau’s Thoreau concludes: families ownashelter. (p.31) civilized societynotmore thanonehalfthe the savagestheirwigwams,inmodern their nests,andthefoxesholes, I saythat,thoughthebirds oftheairhave I thinkthatspeakwithoutboundswhen be darkandmuddy. (p.163) even asWalden Pond…thoughtheymay grades oflife…whoare as bottomless might bemenofgeniusinthelowest can bereported. Hesuggested thatthere man’s, itrarely ripenedto anythingwhich more promising thanamerely learned immersed inhisanimallife,that,though His thinkingwassoprimitiveand that by goingtoCanada wasacold.”However Canada, nothavingseenmuch; whatIgot fear thatIhavenotgotmuch tosayabout somewhat humourously bystating,“I Thoreau (1961,p.13)beginshisobservations Aboriginal alike. of Canadianpeople,European and juxtaposed withcondescendingobservations reflections onCanada’sphysicallandscape a mixture ofThoreau’s relatively favourable Québec in1850.A Yankee inCanada contains by trainfrom Concord, Massachusettsto a briefjourneythatThoreau undertook circles, and, I’massuming,littleknowninCanadian less popularthansomeofhisotherworks, of Canadiansand Aboriginal peoples.Much misgivings andquestionsabouthisopinions Yankee inCanada(1961),laterconfirmedmy One ofThoreau’s shorttravelmemoirs,A A Yankee inCanada that hemayhaveexpressed. admiration (somewhatpatronizing initself) perspective thatnegatesanygenuine thoughts from anunmistakably ethnocentric shelters, yetontheotherheconcludeshis A Yankee inCanada(1961)describes also observesoftheparishioners: Dame cathedralinMontreal. However, he for thearchitecture andsolemnityofNotre Further onThoreau expresses admiration observes withdisdain: across theCanadianborder, Thoreau (1961) Upon arrivingatatrainstationjust Thoreau forebodingly comments: Despite beingofFrench descent himself, environment duringthetrain journeynorth. with thechangingculturalandlinguistic he soonbeginstoexpresses hisdiscomfort all kneeleddown intheaislebefore the the cityinboatwithus, andone in theirhomespun,whohad cometo Presently cameinatroop ofCanadians, with dust.(p.20–21) gave themtheappearanceofbeingcovered looking racecladingrey homespun,which had allthesmallpox…aratherpoor shrugging theirshoulders;pitted,asifthey loquacious Canadian-French gentlemen… Two orthree pale-faced,black-eyed, foreign vortex.(p.19) we were beingwhirledtoward some language, advertisedusbythistime,that passengers, andthesoundofFrench gentlemen andladiesamongthe The numberofFrench-Canadian Re-envisioning 19 PATHWAYS 20 PATHWAYS Re-envisioning (such asJohn MuirandRachelCarson) Revisiting theworkofThoreau andothers peoples. and Aboriginal himself, mostspecifically French Canadians attitudes towards peopledifferent from Thoreau basedontheinconsistencyofhis personally challengingtoalignmyselfwith However, asaMétisCanadian,Ifindit environmental circles (Thomashow, 1996). him archetypal statusinNorth American They haveendeared himtomanyandearned observation, andperipateticwandering. examples ofsimpleliving,patientnatural Thoreau’s prose andpoetryrelate pastoral appreciate suchwisdom. nature ofsomanyhisothercommentsto distracted bytheharshandcondescending with thenaturalworld,Ifoundmyselfoverly wonderful placestospirituallycommune While Iagree withThoreau thatforests are Dame bycommenting: He concludeshisobservationsofNotre them tocreate acondescending metaphor. animals, theoxinthisinstance,whenheuses Nature, reveals asuperiorattitudetowards despite beingapassionatedefenderof Canadian acquaintancetoanimals,Thoreau, where hepatronizingly compares his Similar tohisearliercommentsinWalden, and more sacred. (p.24) Our forests are suchachurch, fargrander Concord, tobesure, wedonotneedsuch. are openonlyonSundays…[However,] in worth athousandofourchurches which hand, whichyoucanenteranyday, is and profitable thought.Suchacaveat and thesombre lightdisposedtoserious moment, andwhere thestillatmosphere stalactites, intowhichyouentered ina the altarsandtinselbutsparkling cave inthemidstofacity;andwhatwere atmosphere oftheplace.Itwasagreat I wasimpressed bythequietreligious to bethinkhimself.(p.23) had strayedintoachurch andwere trying and there weleftthem… Itisasifanox awkwardly, ascattleprepare toliedown, high altartotheirdevotions,somewhat Note private orpublicchannels. article andwelcomeresponses through to myperspectiveandconclusionsinthis I understandthatsomereaders mightobject acknowledging their sociocultural prejudices. their legacyinourfieldwithoutalso the implicationsofcontinuingtocelebrate with acriticaleye,pausingtoconsider revisit theworkofearlyfigures likeThoreau contextualization. Iencourageothersto teaching andresearch withoutcritical will notbedrawingonhisworkinfuture in North America (Thomashow, 1996)and as afounderofenvironmental philosophy find myselftroubled by his archetypal status ethnocentric attitudesrelated byThoreau, I due totheexplicitlyandimplicitlyracist certain aspectsofhisphilosophies.However, with Thoreau completely, Icanrelate to America; asnotedabove,whileIdon’tagree and streams ofenvironmentalism inNorth deepened myunderstandingoftheorigins 1 Prince George, BC.www.kichigami.com at theUniversityofNorthern British Columbiain research intheDepartment ofFirstNationsStudies Professor ofIndigenousenvironmental studiesand Greg Lowan-Trudeau, PhD isanAssistant Thoreau, H.D.(1961).A Yankee inCanada. Thoreau, H.D.(2006).Walden. Thomashow, M.(1996).Ecologicalidentity. Abbey, E.(1984).ThebestofEdwardAbbey. References emphasize respect. capitalized inthisarticletodemonstrateand Aboriginal, andWestern are intentionally Terms suchasNature, Land,Indigenous, Montreal: HarvestHouse. work published1854). CT: Yale UniversityPress. (Original Cambridge, MA:MITPress San Francisco:SierraClubBooks. New Haven,

road, andthe occasionaltouristboatparty motorboats onthelake,cars passingonthe where youcouldconstantlyhear I grew upontheRideauCanalsystem claiming me. This landhasclaimedher, asitiscurrently Her eyesbeliehertrue feelings,however. conferences thatcompriseour2013season. upcoming workshops,concertsand meetings, whenwemeettodiscuss “It’s alotofwork,”shesighsatboard imagine, the“soul”ofWintergreen Studios. check ontheboilers,roof, cabinsand,I main road, itselfirregularly plowed,to Sometimes Renahastohikeoutfrom the March theproperty isfairlyinaccessible. supervisor, refers toit.From Decemberto out on“theproperty” asRenaUpitis,my is myfirsttime year now, butthis Director forhalfa Communications as Marketingand Wintergreen Studios I haveworkedfor interested hikers. a leathersatchelfor ring andplacedin attached byametal lodge, charmingly me asIleftthemain that were handedto the laminatedcards names byreading birds. Ilearnedthese and thecallsof warmth oftherock just asmuchthe minerals are apartofmy experiencenow, above me.Thenamesoftheseplantsand filtered bythetallpinethat arches high dappled lightthatplaysacross myfaceis rest onthelichen-covered granite,andthe onto therock besidethelake. Mybare arms Closing myeyestothesun,Ileanback By ClaireGrady-Smith Wintergreen Studios Remote Location,CloseCommunity: A Dayat L earning Spaces watering. Rena andIsitchatabout the parmesan leadstoalmost instantmouth to thesmellsoflemon,capers andfresh out intherustic woods andthenentering contrast betweenspending theafternoon it. Tonight it’s“FettuccineLindy,” andthe now almostallourmealsare takenfrom a cookbook,A Taste ofWintergreen , and it smellsdelicious.In2011 wepublished the lodge.Dinnerisbeingprepared and Getting hungry, Ijumpupandjogbackto mostly blackbody. You can tellfrom thecrest onitsheadand my laminatedcards. Pileated,definitely. head tolocatethesoundandthencheck work. Ormaybeadowny?Icranemy rapid-fire beak- a pileatedwoodpecker’s woods, thewindintrees andsuddenly and nuthatcheschirpinginvisiblyinthe this. Iconcentrate. All Icanhearare finches have accesstoalandscapeasremote as and toimaginewhatitwouldbelike next lake.Ismiletothinkofmychildhood, and kayakerstootired to portagetothe narrowly missingthescowlingpaddlers slowly makingitswaytoward thedock, 21 PATHWAYS 22 PATHWAYS Learning Spaces Kingston, or Toronto forthatmatter, butwe a remote location.We are notthatfarfrom retreat from urbanliving,youneedtobein and toexperiencethefull benefitsof a tcatch-22. To immerseyourselfin nature, “Yes,” Renanods.“Theissueiskind ofa “We need togetmore peopleout here!” “This placeisamazing,”Ifinallyblurtout. dinner bell. upcoming seasonofeventsasweawaitthe can seeproof thatthisentire construction walls. Thisisa“truth” window, where you looking ironically intotheinsideof area, andbehindmeisasmallwindow kitchen. I’msittingatatable inthedining of lightintotheopen-concept commercial through thelarge windows, sendingbars The late-afternoonsunlightisstreaming in I gazearound thelodgeforamoment. effort toremind urbanitesthatweexist.” are justfarenoughthatitrequires anextra educational retreats. space forourmanyworkshopsand windows, isjustsuchanalternative open spacesandnumerous ceilings, sustainablebuildings, Wintergreen Studios,withitshigh and strawbale construction, roofing and with cabinbuilding: framing,cordwood They learnallkindsofskills whentheyhelp construct actualbuildings onourproperty. the property, wealsoinvitestudentsto tours thatstudentsandothers cantakeon In additiontotheself-guided walking and educationalretreats. alternative spaceforourmanyworkshops numerous windows,isjustsuchan sustainable buildings,openspacesand Wintergreen Studios,withitshighceilings, a student’simaginationandspirit, the kindofenvironment thatstimulates how schoolarchitecture needstoprovide School isanaccessiblywrittenaccountof architecture and engineering.Raisinga way, usingherknowledgeofSketchUp, just asshewantedtodesignthislodgeher own bookwithimages,tablesanddrawings it madesensethatshewantedtodesignher School she decidedwantedtopublishRaisinga started Wintergreen StudiosPress when Education. Mybossisaninspiration.She Supervisor ofthe Year from theFacultyof as Icanseeheracceptinganaward as in herrubber boots,wieldingawrench, difficulties, butIcanaseasilyenvisionRena Running abusinessisnotwithoutits would floodtheequipment room. down lastMarch whilethe waterheater lodge inthewinter, howitkeptbreaking about the“blasted”boilerthatheats needed. Ismileasremember Rena’sstory heat tothediningroom, butit’softennot A woodstovemaybelittogiveadded panels, asistherefrigerator inthekitchen. soon belitbehindmeare powered bysolar is madeofstrawbales.Thelightsthatwill her ownway. Renaisavisionary, and Kingston, Ontario. is alsoafreelance writerandartistwholivesin Marketing Director ofWintergreen Studios.She Queen’s University, andworkspart-timeasthe degree inCulturalStudies(2012)from Claire Grady-SmithhasaMasterofArts will builditself. people outhere, Ithink,thiscommunity of optimismandcomfort.Oncewebring around meare lullingmeintoafeeling knowledge Ihavegained,andthebuilding smells from thekitchen,sun,new I haveadifficult taskaheadofme.Butthe I knowthisplacewillnotsellitself,andthat interest becomesperfectlyclear. relationship betweenourthree areas of and thesepeopleinaction,thesymbiotic but whenyouseethisbuilding,land of education,theenvironment andculture, greet uswhenwedescribeourtriplefocus Coventry). We’ve hadsomeinquisitivelooks or HelenHumphreys (LeavingEarthand either Lawrence Hill(TheBookofNegroes) of age)toattendawritingworkshopwith six talentedyoungpeople(under30years tuition, accommodationandtravelfeesfor time weare fundraisingto subsidizethe workshops atWintergreen. Forthefirst We alsohavewriting,visualartandpottery initiatives forCanadaandtheworld. and thebroader implications ofthese wind andotherrenewable energy sources, workshops thatincludediscussionsabout soon wewillprovide Co-op wasincorporated; took placeatWintergreen, theWintergreen based onaseriesofvisioningmeetingsthat and locallysourced materials. In2012, building practicesthatusechemical-free talk abouttheimportanceofsustainable flooring. Ineverycaseourinstructors Learning Spaces 23 PATHWAYS 24

PATHWAYS L earning Spaces boundaries ofthestructure. extends beyondthephysical being insidetheirschoolbuilding A schooloccupant’s experienceof embellishing meaningfulindoor–outdoor One wayIcandothisisby creating and soften theedgebetweeninside andout. outdoors are vitalformeandsoIworkto The literalandmetaphorical notionsofthe participate intheireducation. in theirthinkingsotheycanmeaningfully free enoughtobecreative andcapacious lives ofmystudentsandtheyneedtofeel connected andapplicabletotheeveryday is aproblem. Myteachingneedstobeboth and insidefeelcompletelyseparate,there As ateacherInoticethat,whentheoutside bringing mebackintoclassrooms. then thatIshouldchoseacareer thatkeeps freedom Ifeltwhenwasoutside.Funny classroom, wantingalittlemore ofthe well inschoolIwasoftenwrangythe inexorably different andthoughIdid The twosidesoftheportablewallfelt and toldstoriesabouteachtreasure. of thenaturalodditiesthatintriguedus of foundobjects--wemadedisplays imagined anextraordinary museum leaves inthefallandwealljumpedin;I beside thefield;Ihelpedfriendspileup hide andseekinthesmallstandoftrees remember theplayground outside.Iplayed were small,andtheairwas stale.Ialso big enoughtofitallofus,thewindows the desk,classroom was justbarely constrained: myseatwasattachedto to thefieldandhousesbeyond.Ifelt a stuffy portablelooking out thewindow As achildatschoolIremember sittingin By IndiraDutt Experience Turning theClassroomInsideOut:Students’ Lived site aswell theschool’simmediate From achild’sperspectivethewholeschool repeatedly spokeabouttheschoolgrounds. their experienceinsidetheschool,they structure. WhenIaskedstudentsabout beyond thephysicalboundaries ofthe being insidetheirschoolbuilding extends was thataschooloccupant’sexperienceof One ofthemajorfindingsthisstudy interviews, photographsandfieldnotes. from twofocusgroups, semi-structured seven studentsatBICSandcollecteddata the property. Iworked withgradesixand large cedarsandDouglasfirssurrounding west coastrainforest. There are numerous was builtonpublicland,parceled outof by ferryfrom West Vancouver. Theschool on BowenIsland,a20-minutecommute Island CommunitySchool(BICS)located building. MystudysitewastheBowen mediated bythedesignoftheirschool experience ofthenaturalworldwas that explored howintermediatestudents’ In 2009Iconductedaqualitativestudy and exterior. Internet canbridgethegapbetweeninterior connected totheoutsideworldvia walls andporches. Evenmultimediadevices materials, aquariums,plants,interiorliving as windows,skylights,naturalbuilding provide connectiontotheoutdoorssuch of abuilding.Theyincludefeatures that a juncture betweentheinsideandoutside are points,areas orsurfacesthatserveas outdoor relationships. Theseinterfaces Indoor–outdoor interfacesfacilitateindoor– Aldrich &Vlastos,1988). relationships tothenatural world(Taylor, and thisnegativelyinfluencesstudents’ or minimizedbyarchitects andeducators, of schooldesignissometimesoverlooked Fielding &Lackney, 2009,p.111). Thisarea extension ofindoorlearning”(Nair, “so thattheoutdoorsbecomesanatural spaces andoutdoorareas are important relationships. Connections betweenindoor acknowledge theimportanceoffreedom to anylocation, rural orurban.Ifwecan students’ experiencecanbe generalized environment, certainaspectsoftheBICS might consideranidyllic teaching While BICSissituatedin what some the school. the outdoorsfrom withinthestructure of outside. There isanactiveengagementwith under theskylightandtalkaboutclouds children outintothehallwaytostandorsit elements ofcurriculumandtheybringthe classroom windowstohighlightrelevant process; theyusetheviewfrom their indoor–outdoor interfacesintotheteaching have. TheteachersatBICSincorporatethe drive andthirstforfreedom thatchildren At BICS,teachersworkwiththeimaginative well. do takethemoutinafigurativesenseas literal, butstudents’imaginationscanand to moveoutside. At timesthismovementis find waystocapitalizeonstudents’desire of theclassroom, wheninsteadwecould and corrallingourstudentsintotheconfines expending energy onrefocusing, directing think thatasteacherswegetcaughtupin away from thetopicortaskathand.I that students’attentionisoftendrawn in theclassroom withchildren (ofanyage) surprise toanyofuswhohavespenttime varies littlefrom studentstoday. Itisno I believethatmyexperienceasachild beauty ascriticalintheirlearning. Students alsorecounted joyandplacesof connection totheexteriorofbuilding. freedom were alwaysassociatedwiththeir from work. At BICStheseinstancesof well asthefreedom totakemini-breaks solitude, expression and imagination as deepened theirfreedom of movement, reflected thatindoor–outdoor connections saturated withinstancesinwhichstudents grounds, thestudentinterviews were structure oftheschoolbuildingand and beauty. Despiteafocusonthefixed significance oftheirsensefreedom, joy to theoutside,studentsexpressed the school experience. As wellasbeingdrawn surroundings isasubstantive partoftheir spring theytransplant theirseedlings into grade twogrows tomatoes)andlaterinthe of seed(gradeonegrows pepperswhile Toronto eachclassgrows adifferent kind and stuff.” At a more urbanschoolin then yougolaterandthere are bigshoots of theyearandthere are littlesprouts and the garden] becauseyougointhebeginning exclaimed, “It’sfuntowatcheverything[in their large classroom window. Onestudent At BICSstudentscouldseethegarden from witnessing thecompletelifecycleofplants. I foundthatstudentsexpressed great joy were plantsandanimals.Duringmystudy most dominantfeatures ofthesedrawings important features theyincluded.The natural world.Iaskedthemtolabel would fostertheirconnectionwiththe school building,onethattheythought six andsevenstudentstodrawanideal As apartofmyresearch, Iasked55grade construction paper. and coveringthemupusingblindsor of classroom windowsas distractions which wehaveaccessinsteadofthinking embrace andincorporatetheinterfacesto in thelifeofourstudentswecanstartto Learning Spaces 25 PATHWAYS 26 PATHWAYS Learning Spaces hand. Eventhis verysmallandrelatively they alwayshavealiving thingcloseat small forwhichtheyare responsible, and change overtime,whilehaving something it whenneedbe.Eachchild seestheirplant the tabletopatendof the day, watering the dayandthenputting their plantbackon from atabletop,bringingittotheirdeskfor of eachchildretrieving theirpottedplant routine (firstandlastthingofday)consists animals. InsomeWaldorf classes,onedaily living walls,anaquariumandsmall such asplants,sprouts, awindowfarm, Living thingszonescanincludeelements journals. observations andcreative storiesintheir them forlongperiodsoftimetowritedaily about seacreatures andabilitytowatch protection.” Studentsusedtheirexcitement cucumbers, yeah,theyspitouttheirgutsfor seaquarium everyday. It’smyfavourite.Sea exclaimed withjoy, “You don’tseea watch theseacreatures inside.Onestudent a seaquariuminthefoyeratBICSand students wouldconsistentlygatheraround observation andinvestigation.Inoticed 2009) candelightstudentsandinspire things zone”(Nair, Fielding&Lackney, outdoor interfacesbycreating a“living When resources permit,addingindoor– connection. in additiontohavinganindoor–outdoor develop relationships with foodtheyeat the garden. Inboththese examples students Evergreen Brickworks. Public Schoolandworkingat OutwardBound, a ParticipatoryDesignProcess atCassandra Columbia. Sheiscurrently participatingin Inquiry inEducationatUniversity ofBritish Cross-Faculty (Architecture andEducation) Indira DuttisagraduateoftheCenterfor Wilson, E.O.(1993).Biophiliaandthe Taylor, A., Aldrich, R.A.&Vlastos,G. Nair, P., Fielding,R.&Lackney, J.(2009). References students. expanded senseoffreedom andjoyinour city streets, inourclassrooms tocreate an it thetrees orthebustleofhumanityon ways toincorporatethenature outside,be green ornaturalizedspace.We canfind schools occupysiteswithprecious little air are easilyaccessed,inreality many and placeswhere dirtandwaterclean feel aparticularaffinity forgreen spaces interfaces toenhancecurriculum.WhileI we canutilizeexistingindoor–outdoor With ourstudents’bestinterests inmind regardless ofwhere ourschoolissituated. beyond thewallsofclassroom result whenweexplore whatishappening waiting tobelearned.Richconversations below aschoolwindowhasnaturallessons conceive thattheverybusyurbanstreet humans’ placewithinit,wemighteven If wetakeabroader view ofnature, and profound effect onstudents. easy versionofalivingthingzonehas Island Press. hypothesis (31–41).Washington, DC: and E.O.Wilson (Eds.),Thebiophilia conservation ethic.InS.R.Kellert In Context,18(Winter), 31–38. the lessonsare ratherfundamental. (1988). Architecture canteach…and ed. Minneapolis,MI:DesignShare. patterns for21stcenturyschools.Rev. The languageofschooldesign:Design interest in,attachment to,knowledgeof and is thepriority. Thegoal is tonurture an experience andmulti-sensory exploration child’s sensesandtheircuriosity. Firsthand and energizing whileservingtoelevatea It isaplacethatsimultaneously calming The garden isanaturaloasisforchildren. Toronto’s innercitychildren. Garden isagatewayintotheenvironment for extensive trailsystem.TheChildren’s the DonRiver, andsitsattheaxisofToronto’s plain attheconfluenceofseveralravinesand River. Evergreen BrickWorks rests onaflood a ravine,andeveryravineleadstotheDon Almost everyschooliswithin500metres of kilometre radiusofEvergreen BrickWorks. There are 60elementaryschoolswithinafour thousands ofchildren liveandgotoschool. the surrounding neighbourhoods where ravine geographythatreaches outinto a microcosm ofToronto’s extraordinary Evergreen’s Children’s Garden is,bydesign, destination sitstheChildren’s Garden. our communities.Intheheartofthisunique building aculture ofcaringfornature and experiences intotheirdailyliveswhile the sitetoshare ideasandlearntointegrate centre. Peoplefrom allwalksoflifevisit meets innovationintheheartofanurban future—a heritagedestinationwhere nature and represents astrikingnewmodelforthe large-scale communityenvironmental centre environmental education.ItisCanada’sfirst urban sustainability, green designand buildings intoayear-round showcasefor a collectionofdeterioratingheritage the formerDonValley BrickWorks from In recent years,Evergreen hastransformed and forgotten spaces. balconies andinbackyards, inpublicparks school grounds andincommunity plots,on sustaining dynamicoutdoorspaces—on of thousandsCanadiansincreating and charity thathasbeenengaginghundreds Evergreen isanationalenvironmental By HeidiCampbell,CamCollyer, FerruccioSardellaand Amal Musa A NewCultureofPlay The Children’s GardenatEvergreenBrickWorks: L earning Spaces celebrating harvesting, cooking,preserving, serving, Activities: Sprouting, growing, stewarding, Food following ways: activity centered onthesethemesinthe handwork. Thedesignofthesitesupports activities ofthecourtare food,waterand The primarythemesguidingthedesignand stewards ofourplanet. sets thestageforthemtobecomebetter connects children totheirenvironment and wood, water, rock, sand,mud,clay— with theEarth’sprimarymaterials—plants, that direct, playful,hands-onengagement participants inthelearningexperience,and Evergreen tenantthatchildren mustbeactive years. Thisresearch hasaffirmed thekey schools grounds across Canadaforover16 while designing,buildingandanimating a diversepopulation of students and teachers Program hasgeneratedprimaryresearch on the Toyota Evergreen LearningGrounds Denmark, NorwayandtheU.S.Inaddition, and learningsitesinGermany, England, research, includingvisitstochildren’s play The designteamhasdoneconsiderable visitors. growth oftheplants,andactivities and evolveswiththeseasons,stagesof and awoodburningoven.Thesitechanges features, agreenhouse, asmallcobhouse a watertowerwithmanualplay punctuated byanhistoric200-footchimney, with smallgatheringareas andnooks—all vegetable, edibleflowerandherbgardens of trees, andnativeplant,organic undulating terrain,andanediblelandscape The siteischaracterizedbygently conscious youngpeople. development ofecologicallyliterateand hope theChildren’s Garden supportsthe a relationship withnature. Ultimately, we 27 PATHWAYS 28 PATHWAYS Learning Spaces towers andportable aqueducts screw, bucketsandladles,twomini-water manual waterpumps,an Archimedean Elements: Large watertower, cisterns, watering Activities: Storing,transporting, channeling, Water Please younger children. structures are atascalethatisadequatefor For example,sittingspacesandnaturalplay in theplanninganddesignofthisspace. children’s expression, whichisembedded growing seasons.Theaestheticconsidersthe weeding andharvestingthroughout the and tendtotheplantsthrough watering, stewarding ofthegardens. Children are involvedintheplanning,buildingand heirloom vegetablesandflowers.Children berries, fruit andotherediblessuchas veggie hedgesandfences.There are heritage gardens, raisedgarden beds,fruit and mediums andspacessuchasvertical emphasis onavarietyofinnovativegrowing version ofanurbanfarm.There isan The ediblelandscapefeelslikeaminiature bake ovenandindooroutdoorkitchens. trees, berrybushes,agreenhouse, afire pit, a Elements: raisedvegetablegardens, fruit opportunities forplayandlearning. reveals themiracleofwater andaffords new rainwater tomultiplegardens. Inwinter, ice aqueducts assembledbychildren divert rainfall, manualwaterpumpsandportable and reuse. A large watertowerfedby cycle andthemeritsofwatercollection tell thestoryofrainfall,hydrological of plantsandthechemistrysoil.Cisterns a garden opensthedoorto theunderworld move wateraround athirsty city. Watering to appreciate howmuchenergy ittakesto true weight,visitorsbegin feeling water’s firsthand. Bycarryingwateringcansand In thegarden children learnaboutwater and share skills. Theyalsofacilitatethe maintain asafesetting,lead activities Staff are key;theyenhance learning, camps, specialeventsand untoldadventure. to assortedschoolprograms, workshops, highly structured activities.Thesiteishost spans thecontinuumfrom free playto Programming intheChildren’s Garden while gainingnew, exciting skills. opportunity tobedesignersandbuilders standing design,children havetherare like weaving,knot-tying,stackingandfree- sophisticated, age-oldbuildingtechniques Working withnaturalmaterialsandusing in large, collectiveconstruction projects. the opportunityforchildren toengage natural andrecovered materialsprovides objects. Inthissetting,anabundanceof of creative andtraditionalstructures and become theprimaryarchitects andbuilders weaving, stacking,tying,bundling Activities: Building,mixing,digging, Handwork and claychildren sand, wood,mulch materials suchas diversity ofnatural projects. Usinga series ofhands-on a constantlyevolving Garden isastagefor of theChildren’s A substantialpart becomes knowable. play, theworld those things. Through smaller versionsof experimenting with big thingsworkby scale. Theylearnhow on amanageable can imaginethings worlds wherein they create miniature Children loveto pit area, looseparts,clay area, construction Elements: Sandplay University. in UrbanandRegionalPlanning from Ryerson program. SheholdsaBachelorofArtsdegree and thesocialenterpriseconsulting services with afocusontheNational AssociatesProgram Toyota Evergreen Learning Grounds Program, Coordinator atEvergreen. Shesupportsthe Amal MusaistheChildren andNature Program communities. is strivingtocreate healthyandmore liveable a contributiontoculture andmovementthat producer ofpublicartworks.Heseeshisworkas and interpretive plannertoexhibitdesignerand of roles—from architectural designteammember of thesite.Inthisposition,heperformedavariety member ofthedesignteamforredevelopment Evergreen BrickWorks project andanembedded Ferruccio Sardellawasartist-in-residence forthe partnerships withschoolsboardsacross Canada. publications, andtheestablishmentofpioneering creation ofalarge suiteofprintandweb-based of schoolground designprofessionals, the overseen theestablishmentofanationalnetwork program since1997.AtEvergreen Camhas winning Toyota Evergreen LearningGrounds Cam Collyerhasdirected Evergreen’s award- consulting servicesprogram. Evergreen BrickWorks andthesocialenterprise and constructionoftheChildren’s Gardenat is co-designingandmanagingtheprogramming from theUniversityofToronto. Hercurrent focus University ofGuelphandaBachelorEducation degree inLandscapeArchitecture from the Evergreen LearningGrounds. ShehasaMaster’s Heidi CampbellistheSeniorDesignerfor unique senseofplace. inviting participantsintothecreation ofa cultivating aknowledgeofnature while practice thathasaplaceineverycommunity: Children’s Garden offers anapproach and community atlarge. Going forward, the doors ofourprogram tofamilies, andthe our relationship withnature, weopenthe involving schoolchildren inthestoryof while drawingouttheircreative selves.By simultaneously delightandinspire visitors ongoing story-makingwithchildren—that development ofacreative narrative— Learning Spaces 29 PATHWAYS 30

PATHWAYS L earning Spaces from aformerbarnontheproperty. most-wonderfully, wooden beamsrecycled podium iscomposedofconcrete, stoneand, the scenerywithoutblocking it.Thenatural arbour. Itprovides shelterandblends inwith The mainlecture platformisanopen-air classroom setting. looking toventure awayfrom atraditional from varyingacademicprograms whoare is usedregularly byanarrayofstudents 20–25 students.Theoutdoorclassroom can comfortablyaccommodateaclassof crafted benchesandMuskokachairs tranquil learningenvironment. Beautifully selected plantsandtrees, idealfora The outdoorclassroom features carefully be usedbetweenMayandOctober. electricity tothemainplatform,whichcan and plantings.Solarpowersuppliesthe work, woodgrading,concrete work The collaborativeproject includedstone endeavour.” (KingTownship Sentinel,2012). over longhoursofthisveryhands-on work ontheproject andgetentrenched Dean, said,“Itwasgreat towatchstudents Disomone, KingCampusPrincipaland their LandscapeConstruction Course.Tina outdoor classroom structure aspartof weeks helpingtodesignandbuildthe the ELMstudentsspentapproximately12 Landscape Management(ELM)Program, Speers, Coordinator oftheEnvironmental Outdoor EducationCentre) andBrian (former Program Coordinator attheSeneca Under theleadershipofKevinFrench facility. sky are thewalls,ceilingand floorofthenew classroom hasnodoors!Trees, grassandblue Centre .Butherein liessomeirony—as this of 2012attheSenecaOutdoorEducation “new kindofclassroom” inthesummer King City, Ontarioopenedthedoorstoa herself, SenecaCollege,KingCampusin and learningvenuefitforMotherNature staff andthecommunityat large ateaching In acollaborativeeffort tooffer students, By KellyMathews A ClassroomComes Alive! Outdoor Centre. Manager ofCommunityRecreation, Camps& Kelly MathewsworksforSeneca Collegeasthe 5050 Ext.55042. senecaoutdoorcentre.com orcall(416)491- more informationpleasevisitwww. for outsidegroup rentals toenjoy!For The SenecaOutdoorClassroom isavailable teacher. student. Experiencejustmightbethebest and initiativescreated bythestudent,for demonstrated bestthrough collegeprojects of partnershipandstudentengagement been soimpressed bytheculture andspirit Seneca Collegeforayearnowandhave 2012). Icouldn’tagree more. I’vebeenwith at thecampus”(KingTownship Sentinel, project speaksvolumesaboutthephilosophy collaboration thattookplacethroughout the for learning.Thecross-departmental it’s great toseeasimplegatheringplace the current agedominatedbytechnology places usedbythelikesofSocrates.In reminds meofancientRomanteaching College President David Agnew said,“This Referring totheoutdoorclassroom, Seneca classrooms. consider itthemostactiveandengagingof placed tallgrassesandbranches,onemight the windrustling through thestrategically overhead, thetrees billowingallaround, and silent orstill.With theclouds rolling by outdoor classroom fortheclassroom isnever It’s apleasure tositsilentandstillatthe projector andsoundsystem. is alsosolarpowered tosupport anLCD environment isthattheoutdoor classroom of thelinkbetweentechnologyand the naturalenvironment. A furtherexample between technology(wi-fiavailable)and year. Thevenuehasbeenasuccessfulbridge and learningenvironment overthepast faculty andstudents enjoy the new classroom I havehadthepleasure of watchingSeneca need totalk therightpeopletoseeif their schoolyard. Firstthingsfirst,you who wantsanoutdoorspace includedin teacher, agroup orapassionate parent So where doyoubegin? You may bea Before youbegin or administrator. to lastbeyondthetenure ofanyoneteacher sustainability, inthatwewanttheclassroom In thissensewefocusontheideaof school communitybefore itreally begins. project shouldbecomeintegratedintothe parents andthecommunityatlarge. The and administration,maintenancestaff, including students,teachers,schoolboard adopted bytheentire schoolcommunity— is importantthatthistypeofproject is and startthecreation ofthespace,it Before youputyourshovelsintheground nature connection. natural elementsasthisheightensthe gardens. Whenpossible,focusonincluding fitness elements,musicalinstruments and the worldisyouroyster. You caninclude area forstructured learning.Beyondthis, outdoor classroom provides agroup seating your schoolhas,wantsandneeds. A basic can designandcreate ittofitwithwhat about anoutdoorclassroom isthatyou template isrequired. Themostuniquething and complexityvarynostandard that takeslearningoutdoors.Thedesign An outdoorclassroom issimplyanyspace outdoor subjectareas. the gapoflearningoutsidetraditional classroom isarelatively easywaytobridge of takingtheirclassoutdoors.Theoutdoor task, manyare intimidated bythethought feel thattakinglearningoutsideisaneasy numerous studies.Whilesometeachersmay Alliance ofCanada,andsupportedby by Richard Louv, theChildandNature known overtheyears,highlyprofiled connecting withnature have becomewell for anyageorsubject.Thebenefitsof presents awholenewlearning opportunity Beyond theclassroom, the outdoors By JessicaKaknevicius Take LearningtotheOutdoorClassroom I n theField engagement and usage. design andimplementation, community sub-committees including fundraising, the project elementsintoseveralkey board representation. Considerbreaking members andschooladministration or include teachers,parents, community school community. Thecommitteeshould up thesetasksandengagesthewhole A classroom committee canhelptodivide promoting andbuilding—italladdsup. developing alandscapeplantofundraising, forming acommittee,holdingmeetingsand project isbeyondwhattheyexpected.From the amountoftimeneededtorealize the workload. Schoolscommonlystatethat more peopleinvolvedwilllessenthe classroom willtakework,therefore getting Taking onthetaskofdevelopinganoutdoor school isagreat network. out toparents andlocalbusinesses—your community memberandfamily. Reach school property itisopentotheuseofany the outdoorclassroom maybelocatedon to yourcommunityforsupport.While special discountsorsponsorships.Look through in-kindlabourandmaterials, these costscanbesignificantly reduced classrooms canrangeinprice,and the overallcostofyourproject. Outdoor especially whenitcomestoreducing your project canhavemanybenefits, Getting yourcommunityonboard with and getpermission,thenonyourway! board willnotallowtheproject. Getinterest substantial worktofindthatyourschool permitted. Itdoesyounogoodtoputin to determinewhethersuchaproject is will notbeasuccess.Secondly, youneed is notrallyingbehindyou,thentheproject there isinterest asawhole.Ifyourschool community beforeitreallybegins. integrated intotheschool The projectshouldbecome 31 PATHWAYS 32 PATHWAYS In theField and havingthe schooladoptitwillensure Use youroutdoorspace!Using thespace You havetheclassroom created. Nowwhat? Using yourspace plants. by bringingclassesoutdoorstocare forthe of thecurriculumduringschoolyear care yearround. Makemaintenanceapart Living elementsofanyoutdoorspaceneed weed throughout thehotsummermonths. community volunteerstohelpwaterand maintenance staff intheproject andengage cared forthroughout theseasons.Include community toensure thatthesespacesare is importanttoengagewithyourschool plants andtrees inOntario.Therefore it as itisalsothemaingrowing seasonfor period oftheyearismostimportant, may throughout theyear. Infactthis not receive thesameattentionthatthey that schoolyards andoutdoorspacesdo outdoor space.Summervacationmeans Do notoverlookmaintenanceofyour project andmaintainitforyearstocome. that thefundingisinplacetoestablish ensures thatallelementsare considered and sustainable project. A sustainableproject are likelytoestablishasuccessfuland Start smallandbuildtheproject, andyou in planning,fundraisingandbuilding. schoolyard willtakealarge amountoftime projects atfirst.Reinventingyourwhole It isbesttoconsiderapproaching small curriculum willencourageuseofthespace. to studentsofallagesandteachersany Incorporating elementsthatare important ideas fortheiroutdoorlearningspace. together teachersandstudentstobrainstorm www.focusonforests.ca. Thisactivitybrings partnership withMAJESTA—accessible at that wascreated byFocus onForests, in Knowledge Outdoors”isalessonplan would liketoseeanduse.“Growing teachers tofindoutwhatelementsthey school grounds. Reachout tostudentsand be dependentontheneedsofyourexisting How youdecidetodesignyourspacewill Making yourspace of Toronto. Forest Conservationdegree from theUniversity the naturalenvironment. SheholdsaMasterof educational resources that encouragelearningin where shefocusesoncreating andpromoting Manager fortheOntarioForestry Association Jessica KakneviciusistheProgram Development ca/TDoutdoor Foundation foundatwww.focusonforests. from TDFriendsoftheEnvironment developed byFocusonForests withsupport Classrooms: A GuideforSuccessfulFundraising to consider, downloadBuildingOutdoor outdoor classroom andwhatyouneed For more informationaboutcreating your focus ontakinglearningoutdoors. constantly beingadded,withagrowing and adiscussionforum. Newresources are of lessonplans,activities,factsheets,videos a bookoflessonplanstoanonlineresource launched inthe1980sandhasgrown from for over30years.Theprogram first has beenproviding resources forteachers www.focusonforests.ca. FocusonForests learning outdoors,visitFocusonForests at If youare lookingforactivitiesthattaking about trees andforests. use thetrees intheschoolyard tolearnmore with hugebenefits.Explore localtrailsor many waystogetoutdoorsatnocostbut use ofoutdoorspacesbyteachers,there are this typeofproject mayleadtoincreased not require anoutdoorclassroom. While Above all,takinglearningoutdoorsdoes being andthehealthofyouth. mere factofbeingoutdoors improves well- teachers togetoutsidelearn,becausethe place inyouroutdoorspace.Encourageall history, math,artandlanguageallhavea the scienceorenvironmental curriculum; curriculum. Outdoorlearninggoesbeyond outdoor learningisthatithaslimitationson One ofthebiggestmisconceptionsabout down thebarriersfeltbyotherteachers. a “Teach theTeacher” workshoptobreak space, consideraskingthemtoengagein teachers whoare wellversed inusingthe its longevity. Ifyourschoolhasoneortwo a creative reinterpretation ofthetext.Set it through, along withsometimeforplanning book toworkwith,andenough timetoread if itisshort.Giveeachgroup asegment ofthe by reading abriefsynopsisorthefirstchapter Lesson: Introduce thebook tostudents,either chapters andJudyfilledinacouplesegments. groups, eachgroup workedwiththree tofour as Hatchethas19chaptersandwehadfour an introduction totheclass.Forexample, summarizing certainchaptersorproviding You can fillinanygapsifneededbybriefly the groups cancoverthemajorityofbook. relatively manageablesegments,sothatall Preparation: Try tobreak thebookdowninto outdoors. Optional:videorecording software. in whichthemajorityofstorytakesplace you coulduseanygrade-appropriate novel be perfectforintermediategrades,although was HatchetbyGaryPaulsen,whichwould for props. Thenovelweusedasanexample malleable objects(rocks, branches,andsoon) four studentspergroup), outdoorspacewith depending onthesizeofgroup (three to Supplies: Fivetotencopiesofthesamebook in naturalelements. for gettingstudentsoutdoorsandimmersed a lottooffer educatorsintermsofpossibilities (Gibbs, 2006);itisanactivitythatIbelievehas based upontheTRIBES“NovelinanHour” Park inToronto. Oneactivitywedidwas have thelastdayoftrainingoutdoorsinHigh getting studentsoutdoors,sowevotedto professor JudyBlaneyisafirmbelieverin Our TRIBESgroup instructor andOISE go towww.tribes.com. invigorating. Formore information onTRIBES the ideasbehindTRIBESrefreshing and and outdooreducationprograms, Ifound having spentmanyyearsinsummercamps group approaches toeducation. After that seekstocreate collaborativelearning training certificationforTRIBES,aprogram This past April Ienrolled inafour-day By BenBlakey an Hour Collaborative OutdoorLiteracy Activity: Novelin B ackpocket environmental educationandoutdooreducation. his research focusnowison ecopsychology, summer campcounselorina varietyofcapacities, at theUniversityofToronto. Havingbeena at theOntarioInstituteofStudiesinEducation Ben BlakeyisintheMasterofTeaching program Selhub, E.&Logan, A. (2012).Your brainon Louv, R.(2005).Lastchildinthewoods:Saving Gibbs, J.(2006).Reachingallbycreating Tribes References auditory andkinesthetic. many modalitiesoflearningincludingvisual, ways tointerpret thetext),andallowsfor set oflearners(asstudentschoosetheirown relatively student-centered, caterstoadiverse curriculums suchasFrench. Thisactivityis through sciencefiction,andotherlanguage studies through historicalfiction,science activity includeEnglishanddrama,social outdoors. Possiblecurriculumlinksforthis value inmovingclassesandschoolprograms & Logan, 2012), many educators are seeing the of thebenefitscontactwithnature (Selhub 2005) aswelladvancesinscientificstudies focusing on“nature deficitdisorder” (Louv, In Conclusion:With anemergence inresearch the story. chronologically sothatthe wholeclassretells everyone theirinterpretations ofthetext use anotherclasstoallowthegroups toshow aside sometimeattheendoflesson,or Canada, Ltd. Mississauga, ON:JohnWiley &Sons on yourhealth,happiness,andvitality. nature: Thescienceofnature’s influence Chapel Hill,NC: Algonquin Books. our children from nature deficitdisorder. CenterSource Systems,LLC. learning communities.Windsor, CA:

33 PATHWAYS W ild Words

Friluftsliv: A Breath of Fresh Air By Connie Kavanagh

So here’s the dilemma: How do you take cultures? I may have just answered my own a single word from another culture, from question. Because Canada is so diverse, in across the ocean, which may embody an everything from its geography and peoples entire philosophy and way of life, and to languages and cultures, considering and effectively translate it into Canadian adopting words and ideas from afar is a culture—which itself is actually a mosaic of simple way to add to the richness of our PATHWAYS 34 “free airlife”or“open-airlife.” Norway, anditsliteraltranslationis Friluftsliv comestousfrom urbanization andtheloss,formany, ofa to beadaptedevenwithin Norwaydueto of whichisthefactthatfriluftsliv hashad There are severalconcerns, nottheleast reality intoothercountriesandcultures. attempting totranslatethis Norwegian consider thebenefitsand difficulties of Vikander describethefriluftslivlifeand Friluftsliv Way , BobHendersonandNils In theirbookNature First:OutdoorLifethe a part. belong inthenaturalworldofwhichweare nature andnotentirely aboveit,andthatwe something torespect, thatweare apartof by replacing itwiththeideathatnature is the ideathatnature issomethingtoconquer the moment,weneedtocontinuecounter is “manvs.nature.” Genderissuesasidefor taught thatabasicplotlineforgoodstory or denied,conquered. We havebeen taught thatnature issomethingtobefeared, equals home,some“civilized”viewshave and say, “Ofcourse!”totheideathatnature Although outdooreducatorsmayread this environment with“home.” transportation, andequatingthenatural across snowyfieldsasaprimarymeansof the naturalworld,cross-country skiing is theevolutionoftimespentexploring in whichitdeveloped.Thiswayoflife full advantageofthephysicallandscape summer, friluftslivisawayoflifethattakes hours are rare inwinterandextensive In apartoftheworldwhere daylight tied tothelandscapeinwhichitdeveloped. spending timeoutdoors,anditisintricately of lifebasedonalongculturalhistory air life.”From whatIcan gather, itisaway literal translationis“free airlife”or“open- Friluftsliv comestousfrom Norway, andits puzzle intoourstill-developingidentity. to ourmosaicplacesanotherpieceofthe natural heritageandeverydaylife. Adding currently basedinHamilton,Ontario. writing andoutdooreducationcareers. Sheis Connie Kavanaghenjoyscombininghercreative world with“home.” they toomaycometoequatethenatural physical worldinwhichtheylive,sothat to developtheirownsenseofplaceinthe encourage themtoexplore ontheirown— teach themwildwords, likefriluftsliv, and to dealwithwetsocksandcoldfeet.We can cold rainontheirfaces,letthemlearnhow outside intherain,letthemexperience places totakethem.We cantakestudents Earth thatstillexist,byfindingnearbywild world, byshowingthemwildplaceson children byintroducing themtothenatural sterility oftheinstitutionalizationour real peopleandplaces.We canbalancethe the naturalworld,usingreal examplesfrom of nature. We candesignlessonsthattieto that allowforthewonderandexploration that bringtheoutdoorsin,andschoolyards and theoutdoors.We candesignschools historically beenintricatelytiedtotheland Norwegians ortheCree, whoseliveshave the traditionalwaysofpeoplelike their learning,wewouldbewisetoconsider children andhowphysical placeaffects As wethinkabouthoweducateour Words column). (perhaps tobeexplored inafuture Wild complex expression fora similarwayoflife of northernCanada,whohaveasimilarly places aswell,includingintheCree culture there are parallelstofriluftslivinother traditional wayoflife. Yet theauthorsnote Wild Words 35 PATHWAYS 36 PATHWAYS Western (WE) Northern (NO) Eastern (EA) Central (CE) Every OntariomemberofCOEOwillbeassignedtoaregion oftheprovince according tothecountywhere (s)helives.

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