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Voyageur Philosophers: Exploring Canoe Expedition Pedagogy Voyageur Philosophers: Exploring Canoe Expedition Pedagogy by Peter J. Vooys A thesis submitted to the Faculty of Education in conformity with the requirements for the degree of Master of Education Queen’s University Kingston, Ontario, Canada April 2021 Copyright © Peter James Vooys, 2021 i If it is love that binds people to places in this nation of rivers and in this river of nations then one enduring expression of that simple truth, is surely the canoe. James Raffan ii Abstract In Canada, the canoe is an integral part of the history and development of nationhood (Raffan, 1999), a vital part of its leisure and tourism industry (Stebbins, 2005), and a central focus of many summer camps and outdoor education programs (Baker, 2005). While a recreation activity for many, each summer there are expedition canoeists who decide to paddle through the waterways of Canada over a distance and duration that many would consider extreme1. As canoeing in Canada is part of the national historiography (Dean, 2006; Raffan & Horwood, 1988), this study examines the personal and cultural components of canoeists who have embarked on cross-Canada or extended canoe expeditions of 30 days or more. The intent of this phenomenological study is to explore the motivations and meanings that expedition canoeists make of their travels. Through semi-structured interviews with “modern-day voyageurs”, this study explores how attitudes towards canoeing and wilderness travel are intertwined with national and historical perceptions, the human/nature relationship, spirituality, and the dual search for community and individual identity. The testimony of the participants suggests that there is increased advocacy and education from the paddlers upon their return and that the duration of their trip suggests an extension of flow theory into the expedition culture. In part, the applications of these findings lead to the creation of an example secondary school history curriculum that allows students to paddle with purpose. 1 This is evidenced by the sheer amount of canoe expeditions presentations at paddling conferences such as the annual Wilderness Canoe Symposium. They are typically incredible in their scope and accomplishment. iii Acknowledgements I am not the first to step here. And so, I am grateful to those who have shown me the path. Thank you to my supervisor Dr. Zabe MacEachren. Years ago, you widened my lens of outdoor education beyond the ropes course and taught me that the best leaders are hardly known. Thank you for your wisdom, support and discussions of the endless possibility of routes and who might have travelled them. Thank you to my committee member Dr. Theodore Christou. Your keen eye and attention to detail kept this canoe on course and publishable. Thank you for challenging me beyond my assumptions and to be explicit with meaning. Thank you to the professors, grad students and staff of the Faculty of Education at Queen’s. Your support has been invaluable and your patience kind, no matter the question. Thank you to the members of the Paddle Across Canada Tour. Hollye, James, Marissa, Marc, and Scott. We were Caesars and I am eternally grateful. Thank you to the community of wilderness travellers who I get to call both coworkers and friends. Thank you for sharing your wisdom and waggery of the woods – no matter how tall the tale may be. May your portages be short, your pack always be light, and the wind at your back…but where’s the fun in that? Thank you to my loving and supportive family too numerous to name individually. My love of history began at the sawmill, and my love of Canada began with our home. I am proud to draw my strength, inspiration, and friendship from kin. Thank you to my parents, my first guides. I strive to make the most of the time given. Thank you to Shannon, my significant otter and rivière sage. I look forward to paddling with you till the end of the line. iv Table of Contents Abstract iii Acknowledgements iv Chapter One: Introduction 8 Personal Statement 8 Introducing the Research 9 Purpose and Research Questions 10 Conceptual Framework 12 Terminology 14 Outline of Thesis 16 Chapter Two: Theoretical Framework 18 Transformational Learning Theory 18 Chapter Three: Literature Review 28 Romancing the Canoe: A Vessel of Canadian Nationalism 29 Through Difficulty Lies Opportunity 34 A Home in the Wilderness 39 Chapter Four: Research Methods 43 Hermeneutic Phenomenology Methodology 43 Method 46 Limitations to Recruitment 49 Chapter Five: Participants 50 Evan 50 v David 51 Kate 52 Clare 53 Sam 54 John 55 Jen 56 Summary 56 Chapter Six: Sound Mind in a Sound Body 58 Feeling Good Inside, Outside 58 Go With the Expedition Flow 66 Chapter Seven: Links in the Chain 70 It’s Who You Know – Or Have Heard Of 70 Know Your History – Whose History? 74 Chapter Eight: Paddle with Purpose 84 Chapter Nine: Conclusion 95 Limitations 100 Implications for Practice 101 Future Research Considerations 104 COVID-19 Update 106 Final Words 107 References 109 Appendix A: GREB Approval Letter 115 Appendix B: Participant Recruitment Email Script 116 vi Appendix C: Letter of Information and Consent Form 117 Appendix D: Participant Debriefing Letter 119 Appendix E: Pre-Interview Questionnaire 121 Appendix F: Interview Protocol 122 Appendix G: Sample Transcript, “Clare” 124 Appendix H: Example of a Contextualized Canoe Trip 131 vii Chapter One Introduction Personal Statement This project is driven by personal experience and passion for canoeing. I went on my first canoe trip at the age of six with my family in Algonquin Park. Since that trip, sitting in the middle of the canoe eating GORP, I have continued to pursue the activity. I have worked professionally in the outdoor education sector, including as an outdoor education teacher, camp director and certified wilderness guide. In 2013, I took my dual fascinations with history and wilderness travel and created the Paddle Across Canada Tour (PACT). For 120 days, PACT paddled a 25’ voyageur canoe from the Rocky Mountains to Montreal, retracing the paddle strokes and footsteps of the North West Company, a distance of over 5200 kilometres. From the vantage point of canoe gunnels, I had the opportunity to experience Canadian history and geography in a way few are able. Physically, emotionally, logistically, and philosophically, from conception to completion, PACT was the most comprehensive expedition I have been a part of to date. This experience has inspired me to research others who have undertaken canoe expeditions of major proportions. It is my intention to compare experiences, inspirations, and understandings of canoeing in Canada. Simply put, did their trips mean as much to them as mine did to me? More than any other, PACT exposed me to ideas of Canadian identity that can be simultaneously fiercely regional and defiantly national. It also introduced a concept that I believe to be the way forward for teaching canoeing to students, the contextualized canoe trip, or “paddle with purpose”. 8 Introducing the Research Discussions around countless campfires with fellow guides and travellers, have led me to believe that people who canoe, view the world a little differently. They are apt to wax poetic about nearly everything associated with a canoe trip. The sound of a paddle dipping in and out of the water; the warmth of the morning sun through the tent, the perfect efficiency of the canoe form; even the amount of biting insects and difficulty of portage are to be held as dear experiences worthy of both pride and introspection. I have titled this study Voyageur Philosophers as nod to my many conversations with wise and thoughtful paddlers through the years. This study is an attempt to capture those campfire conversations of canoeist wisdom from those who opt to travel further and longer than most and to incorporate their wisdom into curriculum-based education programs. Each summer there are expedition canoeists who decide to paddle a canoe through the waterways of Canada over a distance or duration that many would consider extreme. The intent of this study is to explore the motivations and meanings that expedition canoeists make of their travels. As canoeing in Canada is part of the national historiography (Dean, 2006; Raffan & Horwood, 1988), I examined the personal and cultural components of canoeists who have embarked on canoe expeditions of major proportions. Though parameters were set a minimum of 30 days, of the interviewees the minimum number of consecutive days on canoe expedition was 50. This study utilized semi-structured interviews to explore how the lived experiences of expeditions are intertwined with transformational learning, the search for identity, and the human/nature relationship. The overarching research question that guides this study is: what meanings do canoeists take from their experiences? From this departure point, I encountered 9 themes of self-identity, shared community values, spirituality, nationality, historical perception, and environmental consciousness through both the interviews and research. This study provides insight that adds to a critical mass of qualitative research surrounding ideas of Canadian identity and experiential education. The findings contribute to discussion about Canada’s national narratives – particularly interesting in light of Canada’s recent 150th celebrations. As the canoe and canoe culture are intertwined with Canadian history and imagery, an examination of the shared values of its participants may deepen understandings of such narratives. The interviews support existing literature in several disciplines including transformative learning theory (Mezirow, 2000; Taylor, 2008), serious leisure theory (Magnussen, 2012; Stebbins, 2001), and outdoor adventure education (Baker, 2005, D’Amato & Krasny, 2011). Additionally, there is the suggestion that Mihály Csíkszentmihályi’s Flow Theory might apply to extended expeditions, suggesting an “ideal” wilderness immersion time. Each of the canoeists interviewed share their experiences to the public through conference talks, school visits, films or books.
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