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Canadian Journal of Environmental Education Is a Refereed Journal Published on an Annual Basis

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Canadian Journal of Environmental Education Is a Refereed Journal Published on an Annual Basis Canadian Journal oƒ Environmental Education Volume 24 (1), 2021 The Canadian Journal of Environmental Education is a refereed journal published on an annual basis. It seeks to further the study and practice of environmental education by providing a thoughtful forum for researchers, scholars, practitioners, and post-secondary students. The publication and distribution of articles and reviews should contribute to Canadian thought and practice in environmental education and/or issues and practices of international importance to this field of study. The views expressed in this journal are not necessarily those of the journal’s editors, editorial board, or supporters. The Canadian Journal of Environmental Education publishes material that may represent divergent ideas, judgments, and opinions. Production is made possible through the generous support of the Canadian Wildlife Federation, Nipissing University, Trent University, and Lakehead University. Cover Artwork © 2021 Nancy Breton, Karen Tamminga-Paton, Jane Affleck, Becky Okatsiak & Robi Smith Printed in Canada with 100%post-consumer recycled paper. Copyright © Canadian Journal of Environmental Education ISSN 1205-5352 Editors Pat Maher, Nipissing University, Ontario Blair Niblett, Trent University, Ontario Editors Emeritus Bob Jickling, Lakehead University, Ontario Copyediting Julie Sutherland, Moncton, New Brunswick Layout & Design Rusty Brown, Niagara Falls, Ontario Advisory Editors Sean Blenkinsop, Simon Fraser University, British Columbia Mary Breunig, California State University - Sacramento, United States Peter Cole, University of British Columbia, British Columbia Pamela Courtenay-Hall, University of Prince Edward Island, PEI Justin Dillon, University of Exeter, United Kingdom Janet Dyment, Acadia University, Nova Scotia Leesa Fawcett, York University, Ontario Jo-Anne Ferreira, Griffith University, Australia Annette Gough, RMIT University, Australia David Greenwood, Lakehead University, Ontario Randy Haluza-Delay, Independent Environmental Education Researcher, Ontario Paul Hart, University of Regina, Saskatchewan Lisa Korteweg, Lakehead University, Ontario John Chi-Kin Lee, Education University of Hong Kong, Hong Kong Teresa Lloro-Bidart, California State Polytechnic University Pomona, United States Heila Lotz-Sisitka, Rhodes University, South Africa Milton McClaren, Simon Fraser University, British Columbia Marcia McKenzie, University of Saskatchewan, Saskatchewan Christopher Reddy, Stellenbosch University, South Africa Alan Reid, Monash University, Australia Constance Russell, Lakehead University, Ontario Bonnie Shapiro, University of Calgary, Alberta Robert Stevenson, James Cook University, Australia Dilafruz Williams, Portland State University, United States Contents Guest Editorial 5 Reading the Ocean: Framing Ocean Literacy in Canada Lisa (Diz) Glithero & David B. Zandvliet What is Canadian Ocean Literacy?: A Community Perspective 11 Essay Anne Stewart Understanding Indigenous Land and Sea-based Ways of Knowing Offering 19 Siku Allooloo One with the Ocean 21 Becky Okatsiak DamXan gud.ad t’alang hllGang.gulXads 24 Kii’iljuus Barbara Wilson Canoe as a Teacher 54 Larry (Shucks) Nahanee, Chiaxten Wes Nahanee, Lilia Yumagulova, Kathleen Sperry & Jonathon Reynolds Becoming Arctic Ambassadors: Preparing Inuit Youth for 75 Leadership on Expeditions & Beyond Heather E. McGregor Exploring Ocean Pedagogy in Quebec and Atlantic Canada Nous sommes d’océan 93 Nancy Breton Éducation à l’environnement et au développement durable 95 du Saint-Laurent : une démarche éducative pour susciter les apprentissages et développer le pouvoir agir de jeunes Québécois du secondaire Émilie Morin, Geneviève Therriault, Barbara Bader & Dany Dumont Can Ocean Literacy Save our Ocean School? 113 Noémie Roy Recognizing the Ocean’s Identity 132 Jane Affleck Community-based ocean literacy: Four case studies of ocean 136 optimism from Mi’kma’ki/Atlantic Canada Julia Ostertag, Justine Ammendolia, Alexandra Vance, Kerri McPherson, Kayla M. Hamelin, Maryse Cousineau, Dounia Daoud, Lyne Morissette, Kimberly Orren, Amy Hill, Evelien VanderKloet, Fred Whoriskey, Sara Iverson, Maggie Sutherland, Shelley Denny, Joseph Beland, Alanna Syliboy, Michael J. W. Stokesbury & Darren Porter Examining Ocean Education in the Pacific Region Poetic Questioning, Ocean Gratitude 161 Robi Smith The Many Currents of Ocean Literacy: A case study of Ocean 163 Wise Programming Maria Albuquerque & David B. Zandvliet Improving Climate Science Knowledge Among Middle and High School 189 Students with Authentic Data, Hands-on Activities, and Storytelling Jennifer Putland, Maia Hoeberechts, Monika Pelz, Lauren Hudson, Cody Tolmie & Mauricio Carrasquilla Reflecting Nationally on Ocean Perceptions, Language, and Pathways Forward What do ranchers and heavy-duty mechanics say to the ocean? 213 Karen Tamminga-Paton Evaluating Ocean Perceptions and Ocean Values: The Canadian 216 Ocean Literacy Survey Lisa (Diz) Glithero & David B. Zandvliet Coming to Terms with Ocean Literacy 233 Sarah MacNeil, Carie Hoover, Julia Ostertag, Lilia Yumagulova & Lisa (Diz) Glithero Reviewers 253 Guidelines for Contributors 254 Guest Editorial Reading the Ocean: Framing Ocean Literacy in Canada Lisa (Diz) Glithero, Canadian Ocean Literacy Coalition & David B. Zandvliet, Simon Fraser University This special issue of the Canadian Journal of Environmental Education focuses on varied, place-based relationships with the ocean (and water) across Canada and Turtle Island. It is also closely linked to the emerging relationships and socio- ecological challenges that we all face, both personally and as a society. This issue comes at an historic moment of intense global uncertainty, exacerbated by the ongoing COVID-19 pandemic, as well as by the effects of rapid climate change, which continue to be experienced through increasing extreme weather events, rising temperatures, melting sea ice, and biodiversity loss. This escalating upheaval has exposed more clearly the interconnections between planetary health, human health, justice, and world economies. Multiple and growing social movements (#BlackLivesMatter, #LandBack, #FridaysforFuture, etc.) continue to demand systemic transformations shaped by principles of equity, justice, and accountability. Within the broader global context and its multiple, intersecting challenges, it is easy to feel overwhelmed. However, in collective turmoil lies an opportunity: to critically examine our lives and experiences, our positionality and choices, our behaviours and actions, and our relationships with each other and with our communities. Perhaps most profoundly, there is also an opportunity to recognize and uphold the connections that fundamentally unite us, wherever we call home: the land, the water, and the ocean. It can be said that Canada is uniquely blessed with an abundance of water. It is a country with over 8,500 rivers and an estimated two million lakes covering more than 11% of Canada’s total area (Statistics Canada, 2017). These waterways drain into one of five ocean basins that comprise Canada’s coastline, the longest of any country in the world at over 240,000 kilometres (Statistics Canada, 2017). Eight provinces and three territories directly border the ocean and marine waterways, and an estimated 13% of Canada’s total population lives within 20 km of a marine shoreline (Mercer Clarke et al., 2016). For coastal communities, Indigenous Peoples, and small-scale fishers, the ocean is linked to livelihoods, food security, well-being, and a rich cultural heritage. For over 27 million Canadians who live inland, this sense of ocean connectedness can be less tangible, though no less impactful. For instance, the ocean regulates our climate, absorbing 25–30% of our carbon emissions and 80% of the heat added to the global system (Intergovernmental Panel on Climate Change, 2018). The ocean and its resources provide over CA$31 billion annually in gross domestic product and account for approximately 30,000 jobs (Fisheries and Oceans Canada, 2021). Fulfilling our basic needs, the ocean provides us Canadian Journal of Environmental Education, 24 (1), 2021 5 with oxygen, food, medicines, mineral, and energy resources. Simply put, the ocean is the determining life system on the planet; we cannot live without it. Still, the cumulative impacts of human activity on marine ecosystems are increasingly evident in every corner of the world. If we are to understand, value, and care for the ocean and the waters that flow into it, we need to develop and describe a culture, an ethic, and a sense of connectedness that can enable this. These relational elements are emerging as part of a growing and internationally recognized field of research termed “ocean literacy.” Following the first ever United Nations (UN) Ocean Conference in 2017, the UN Educational, Scientific and Cultural Organization released Ocean Literacy for All: A Toolkit. This publication was part of a growing recognition of the value of engaging citizens in the development of a “civic relationship with the ocean” (Santoro, 2017, p. 61). Further, ocean literacy was identified as a “societal outcome” for the UN Decade of Ocean Science for Sustainable Development (2021–2030). This suggests that with the current attention on ocean science, ocean protection, and the development of sustainable “blue growth” opportunities, educating, engaging, and empowering all citizens is also vital to this work. The role of educators and partners at all levels of the system, as well as in broader spaces
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