fluidity, queer, identity, education, environmental education, democratic education, queering curriculum, Judaism, connection, science
Throughout this paper, I weave together various aspects of my identity in order to investigate how fluidity and questioning form an undercurrent of my being and therefore of the way I teach. Through metaphors and narratives of my experiences within environmental education and experiential learning I seek clarity and expansiveness rather than definitive answers, leaning into the certainty that change is inevitable and there are rarely any static answers. Using queerness, Judaism, and my scientific background as the layers of my unique identity lens and positionality, I explore the ways in which the power of questioning, critical thinking, democratic education (hooks, 2013), and Indigenous Epistemology (Aluli-Myer, 2013) profoundly inform education and create learning spaces that embody wholeness, health, reciprocity, and relationality. My hope as an educator and lifelong learner is to inspire in those around me a strong desire to examine the inherent complexity and fluidity found in ourselves and in our world as a tool to unlearn and (re)learn the things we think we know about the environment and our place in it
Corra, C. (2020). The Queer Agenda: A Fluid Education. Summit to Salish Sea: Inquiries and Essays, 5(1). Retrieved from https://cedar.wwu.edu/s2ss/vol5/iss1/1
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