Keywords
environmental education, epistemology, decolonization, standpoint theory, performative writing
Document Type
Article
Abstract
This paper revolves around the question “where is here?”, a question that has implications for the politics of self and politics of place. Implications for how we think about ourselves in place, in relationality to other perspectives and epistemic positions, and specifically in relationship to specific geographical, socio-political, and historical structures. Attending to place and emplacement can help us to uncover and celebrate the vitality of particular, incomplete knowledge(s). In working to unsettle universal and hegemonic conceptions of how and what we know, this paper employs a polyphonic and queer logic, which is to say that the many voices and perspectives of this capstone are irreducible, and not fully locatable; the boundaries between them are blurred and porous and mobile. These voices will always be moving, shifting, impossible to pin or fix in place.
Recommended Citation
Desmarais, A. (2019). (w)here is here?: variations on voice and location in environmental education. Summit to Salish Sea: Inquiries and Essays, 4(1). Retrieved from https://cedar.wwu.edu/s2ss/vol4/iss1/7
Rights
Copying of this document in whole or in part is allowable only for scholarly purposes. It is understood, however, that any copying or publication of this document for commercial purposes, or for financial gain, shall not be allowed without the author’s written permission.
Rights Statement
http://rightsstatements.org/vocab/InC-EDU/1.0/
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Language
English
Format
application/pdf
Type
Text
Included in
Civic and Community Engagement Commons, Curriculum and Instruction Commons, Educational Methods Commons, Educational Sociology Commons, Environmental Studies Commons, Place and Environment Commons, Theory and Philosophy Commons
