Walking Softly in the Bush: Apprenticing to the Earth in an Ecological Curriculum

Authors

  • Jodi Marie Latremouille Thompson Rivers University Vancouver Island University
  • Vern Latremouille

DOI:

https://doi.org/10.25071/1916-4467.40632

Keywords:

ecological curriculum, life writing, literary métissage

Abstract

In this piece, we conceptualize walking in the bush as an act of ecological apprenticing. Even after many years of learning/teaching, we also attune to the limits of our knowledge, seeing ourselves as continually evolving in our practice of nurturing more ethical and responsible apprenticeship relations, both out in the bush and in the classroom. Together, we write about places in the bush that are sacred to us, places around the Nicola Valley and the Nehalliston in the interior of British Columbia. We undertake a holistic and relational dialogue, grounded in life writing and literary métissage (Erika Hasebe-Ludt, Cynthia Chambers & Carl Leggo, 2009). We interpret the work of an ecological curriculum through four interrelated concepts of apprenticing: 1) as a sustained and lifelong, imperfect and unfinished practice; 2) as learning/teaching through sensory heartful attunement; 3) as teaching/learning through wonder; and 4) as a gift which creates relationships and obligations (“bound by legal agreement”). Drawing on Vern’s lifelong pedagogical work of “walking in the bush” and Jodi’s poem entitled “Huckleberry Prayer,” we undertake an intergenerational dialogue around an ecological curriculum as an act of apprenticing to the Earth.

Author Biographies

Jodi Marie Latremouille, Thompson Rivers University Vancouver Island University

University Instructor at Thompson Rivers University and Vancouver Island University

Vern Latremouille

Independent scholar

References

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Published

16-03-2021

How to Cite

Latremouille, J. M., & Latremouille, V. (2021). Walking Softly in the Bush: Apprenticing to the Earth in an Ecological Curriculum. Journal of the Canadian Association for Curriculum Studies, 18(2), 21–35. https://doi.org/10.25071/1916-4467.40632