Earthy Chats Podcast

How can we support educator manage their own eco-anxiety and that of their students? What is the process of moving from eco-anxiety to eco-action? Why is it so important to acknowledge, name, and sit with the complex emotions associated with environmental concerns? Here’s what else we dove into in this Earthy Chat: *the need to focus on solutions and not just stop at problems *age-appropriateness of climate change ed. *Earth Rangers’ Eco-Anxiety Index and Eco Action Index *children’s influence on parents regarding-eco anxiety *Earth Rangers’ From Eco-Anxiety to Eco-Action course *equipping adults to discuss environmental issue *validating young people’s legitimate concerns Guests from Earth Rangers: Erin Sperling (OCT) is a white settler on Turtle Island, in Tkaronto. She is a teacher educator in science and environmental education at the Ontario Institute for Studies in Education (OISE) at the University of Toronto, where she earned her PhD in 2020. She has been a Board Member of Earth Rangers since 2018. Stephanie Doyle, OCT, PhD. is living in Tiohtià:ke on traditional and unceded Kanien’kehá:ka territory. She has over 16 years’ experience in the field of education. Prior to joining Earth Rangers in 2022, she was a teacher educator and researcher at the Higher National Institute of Teaching and Education at the Université de Lorraine in France. For the pronunciation of Tiohtià:ke and Kanien’kehá:ka: https://pegasus.concordia.ca/Flv_Content/audio/Territorial_Acknowledegment_Pronunciation_Guide.mp3 Tovah Barocas is the President of Earth Rangers. Tovah co-authored a white paper in 2021 on eco-anxiety in kids and outlined a list of compelling recommendations to address this growing issue. A 2022 Clean50 Emerging Leader Award Recipient, Tovah also serves on both the Ontario Parks Board of Directors and Project Learning Tree Canada. To learn more about Earth Rangers, visit https://www.earthrangers.com/. *Episode edited by M. Angel Goñi Avila *Episode recorded in March 2023

What’s the most impactful length for educational programming? How does community collaboration help us manage challenges? Why is intergenerational learning so effective? Here’s what else we dove into in this Earthy Chat: *the opportunities brought about by virtual learning *getting back to hands-on, experiential learning with SaskOutdoors *the benefits of active transportation like the Punch Buggy Express *indirectly educating others through public programming *outdoor learning in built environments *how community collaboration in inherent to outdoor and environmental learning *outdoor educational experiences at night (in the winter) Guests: Leah Japp lives on a small farm near Bethune, Saskatchewan with her husband and three children. Wootton Farms strives to direct market their healthy, local food while at the same time regenerating the soil and environment. Leah has a Bachelor of Science in Biochemistry, a Bachelor of Education, and a Certificate in Ecological Education and is a recently certified Forest School Practitioner. Leah’s latest venture is offering Forest & Nature Schools in Lumsden along with Open View Preschool. For the past 12 years, Leah has been the General Manager of SaskOutdoors. Leah is the General Leader with Hillside 4-H Club and project leader for the Outdoor Living Project. Her family enjoys an active life of camping, cross-country skiing, snowshoeing, hiking, canoeing, running, climbing snow hills, skating, tobogganing, and swimming. Claire Miller is the founder of social-purpose business Wildernook Fresh Air Learning and children’s pedal bus initiative, the Punch Buggy Express. She is wired to design and facilitate innovative experiential learning programs and has received awards for Best Nature Business from Saskatoon’s Nature City Festival (2019), and Outstanding School Program from the Canadian Network for Environmental Education and Communication (2019). Favourite roles on her learning journey include facilitating the Certificate in Ecological Education program at the University of Saskatchewan, teaching in the Saskatoon Public Schools’ Ecoquest and Outdoor School programs, and developing the Swale Education Program at Sylvia Fedoruk School. You can find her outdoors facilitating nature experiences and connect with her online on Linkedin and on Facebook and Instagram @wildernook and @punchbuggyexpress. Nature Magnifier (2x/4x) Habitat Jar viewfinders can be found at the Non-profit Outdoor Learning Store. *Episode edited by M. Angel Goñi Avila

How do outdoor learning and various Indigenous teachings overlap? What are some existing inequities in teaching and how can we address them? Why is the land such an effective teacher? Here’s what else we dove into in this Earthy Chat: *exploring (and sometimes talking to) plants *how Jenna’s teaching experience has informed her admin. work *working with students with diverse abilities *the wonder of soil and the ”wood-wide web” *inside the Every Child Matters Year-long Learning Challenge *becoming an ally to Indigenous voices as part of Truth and Reconciliation *resources for weaving Indigenous perspectives into teaching Guest: Alongside being an Indigenous Advisor to the Outdoor Learning Store, Jenna Jasek is the District Vice Principal of Indigenous Learning and Equity for Rocky Mountain School District No. 6. As an Indigenous person she is learning about her culture and loves learning about traditional teachings and knowledge of nature. She strives to provide students opportunities to explore, learn, and immerse themselves in the outdoors and outdoor education. Jenna has also taken the lead on the Every Child Matters Year-long Learning Challenge for over 100 schools/organizations, and over 1000 people to support them in deepening their understanding of Indigenous knowledge, culture, history, challenges, and perspectives. Jenna was the 2022 recipient of the community literacy award for Windermere valley. Various Indigenous Learning Resources can be found at the Non-profit Outdoor Learning Store.

In what ways are the land and water shaped by children’s questions? How can educators light a fire of inspiration in their learners? Why do many Indigenous teachings lend themselves so well to inquiry-based learning? Here’s what else we dove into in this Earthy Chat: *adopting a framework that challenges people to think without being prescriptive *the flow of knowledge in Anishinaabe learning *Natural Curiosity’s four-branch framework and the accompanying Indigenous lens *how children can ask questions that adults won’t ask *the importance of storytelling for educators and learners *developing meaningful relationships with Indigenous people in our communities Guests: Doug Anderson, author of the Indigenous lens for Natural Curiosity 2nd Edition Doug Anderson (Bungee/Métis) grew up closely connected with Pasapkedjiwanong (the Rideau River) in the Ottawa Valley, and has lived in Toronto for over 30 years. He is one of the founders of Naadmaagit Ki Group (NKG), which works to restore Indigenous responsibilities to the land and water in Toronto. NKG is working with urban Indigenous people planting medicines, mound gardening, fighting invasive species, and supporting Indigenous cultural learning on land in the city. Doug also divides his time between Invert Media and Ph.D. studies in Indigenous Education at York University. Julie Comay, co-author of Natural Curiosity 2nd Edition After teaching at the Lab School and in Toronto public schools for over 20 years, Julie joined the faculty at the Dr. Eric Jackman Institute of Child Study where she currently teaches in its graduate education program. As a researcher and practitioner with a strong interest in curiosity, imagination and children’s play, Julie has collaborated with teachers, researchers, and community members to design and implement playful, engaging and culturally relevant approaches to literacy and math in Ontario elementary schools. Her work in Indigenous communities in northwest Ontario opened her eyes to new perspectives and possibilities for working with children as they engage with the natural world. Natural Curiosity 2nd Edition: The Importance of Indigenous Perspectives in Children’s Environmental Inquiry can be purchased from the Non-profit Outdoor Learning Store.

What is it like running across Canada in nine months? How can outdoor learning become an inherent part of K–12 education? What roles does digital technology play in outdoor learning? Here’s what else we dove into in this Earthy Chat: *insights from Colin’s 7600-km run across Canada to promote outdoor learning *how Take Me Outside came to be *when digital technology enhances and hinders learning *developing resiliency from time spent outside *looking at use of tech in school with a critical lens *what we can learn from Indigenous perspectives *exciting initiatives from Take Me Outside Guest (from https://rmbooks.com/book/take-me-outside/): Colin Harris is the founder and executive director of Take Me Outside. He initiated the organization by running 7600 km across Canada over nine months, going into 80 schools across the country and engaging 20,000 students in the conversation about their time spent in front of screens compared to their time spent outside, being active and connecting to nature. Colin has been immersed in the field of outdoor and environmental education for over 15 years. He has been the director of outdoor education at an Ontario-based centre, he has instructed canoe trips for Outward Bound Canada, and he has worked with Indigenous students in the Western Arctic Leadership Program in NWT. He has taught Grades 7 and 8 and has completed a Master’s of Environmental Education and Communication through Royal Roads University. He enjoys trail running, writing, and continuing to find ways to engage Canadian students in exploring this country’s incredible backyard. Colin lives in Banff, Alberta. Take Me Outside teacher apparel can be purchased from the Non-profit Outdoor Learning Store.

What would water tell us if it could talk? How can each of us strengthen our relationship with the waterways and water bodies near our homes? Our special guests from Ocean Wise and Water Rangers joined us to discuss these questions and more, as we covered as much territory as Canada has coastline (well, maybe not that much...). Here’s what else we dove into in this Earthy Chat: *need-to-know facts about salt water and freshwater *the disconnection many people have with water and how this can be addressed *the impacts of climate change on our waterways *sustainable fishing and agricultural practices *citizen science and community monitoring to fill large data gaps *action steps like the Great Canadian Shoreline Cleanup and reducing the use of road salt Guests: Daphne Austin is the Online Specialist for online learning and ocean literacy with Ocean Wise. Through virtual programming, she connects others to the ocean, inspiring them to become ‘ocean wise’ to make positive choices for ocean health. Ocean Wise is a globally focused not-for-profit conservation organization on a mission to protect and restore the world’s ocean. Laura Gilbert is the Community research coordinator for Water Rangers, which involves helping run projects and supporting their community of water testers. From webinars with first graders in the Yukon to excursions with students in after-school programs in Montréal, Laura loves to spark young learners’ interest in science and caring for water. Kat Kavanagh is the Executive Director of Water Rangers. She was part of a winning team at the 2015 Aquahacking’s Ottawa Summit, which ”a two- day hack-a-thon to develop technical solutions for the Ottawa River. Her team’s citizen science platform was essentially a prototype for what would later become Water Rangers.” (adapted from the Water Rangers website) Several water-testing kits can be purchased now at Canada’s Non-profit Outdoor Learning Store: https://outdoorlearningstore.com/product/water-education-testkit/

The new children‘s book Sila and the Land was co-authoured by Ariana Roundpoint, Shelby Angalik, and Lindsay Dupré — each from a different Indigenous community. Ariana joined Ian and Jade for this Earthy Chat. Here‘s a preview of what they discussed: *finding common ground among Indigenous Nations *moving away from a ”take-everything” mindset *reconnecting with the land and water *re-learning how to listen to the land and water in a noisy world that‘s always ”on” *distilling big ideas into a coherent narrative *giving character to other-than-human beings and inanimate objects *the book‘s value for children, parents/guardians, and educators Guest: (from ed-ucation.ca) Ariana Roundpoint is wolf clan of the Kanien’kehakah people, born and raised in Akwesasne. She has a strong passion for culture revitalization, important work that is needed in order to protect Indigenous knowledge and ways of life for the upcoming generations. A central part of this work for Ariana is to increase awareness of how traditions are being lost and the harm that is being done to Mother Earth. She has a lot planned for her future and wishes to influence others to create change by spreading knowledge through her writing. Sila and the Land can be purchased now at Canada‘s Non-profit Outdoor Learning Store: https://outdoorlearningstore.ca/product/sila-and-the-land/

Do you have to be an artist to make field sketches? Do you have to be a poet to make field notes? How is record-keeping like poetry? In what way does it engage us in creative problem-solving? Ian and Jade discuss these questions, while sharing stories of their own outdoor note-taking experiences, as well as those of their students. Jade also talks about the time David Attenborough was in the next room during a field trip... seriously.