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Leduc & Traci Warkentin, York University, Canada  \nAbstract  \nThis paper reflects on the process of developing a pedagogy that uses experiential learning and disruption in environmental education practice to challenge students to develop critical thought. We examine our practice with university students in an Environment and Culture course, and focus on the processes that can transform disruption into an opportunity. We recognize that creative disruptions may not only be valuable to students, but also provide an opportunity for instructors to critically assess teaching practices. Bringing together the course content (critical environmental thought) with pedagogical theory and practice, we present the unfolding of an environmental pedagogy which aims to create symmetries between course content, our teaching methods, and student learning.  \nRésumé  \nCet article examine le procédé d’élaboration d’une pédagogie faisant à l’expérience par l’apprentissage et les bouleversements dans les pratiques d’éducation écologique afin d’inciter les étudiants à développer une pensée critique. Nous étudions nos méthodes avec les étudiants à l’université dans un cours sur l’environnement et la culture, et nous nous concentrons sur les procédés quipeuvent transformer un bouleversement en une occasion. Nous reconnaissons que des bouleversements créatifs peuvent non seulement êtreutiles pour les étudiants, mais peuvent aussi fournir l’occasion aux éducateurs d’évaluer de manière critique des pratiques d’enseignement. Enjoignant le contenu du cours (la pensée critique par rapport à l’environnement) à la théorie et à la pratique de l’environnement, nous présentons ledévoilement d’unepédagogie de l’environnement qui vise à créer une symétrie entre le contenu du cours, nos méthodes d’enseignement et l’apprentissage des étudiants.  \nKeywords: critical pedagogy; critical environmental education; prescriptive and holistic technology; ecological literacy  \nSometimes the most important factors in the success of a venture are not those which can be planned, but rather those that happen serendipitously. This research on critical environmental pedagogy was from the beginning a lesson in serendipity. We were given the double good luck of living in downtown Toronto while working as teaching assistants for an Environment and Culture course at York University. While the course instructor provided a dynamic  \n166 Canadian Journal of Environmental Education, 11, 2006  \nclassroom with great pedagogical flexibility for us to actively work on our own teaching practice, it was our mutual downtown destination that provided us with a weekly commute to debrief our classes, the course readings, and our own environmental research. These conversations disrupted teaching habits and transformed our teaching practice, with the consequence of changing the classroom into a space for creatively questioning and disrupting the assumptions of students through the nurturing of critical thought on environmental theory, issues, beings, and processes.  \nThe course content emphasized looking at the environment from various perspectives. David Abram’s (1996) phenomenological analysis offered students an awareness of the subjective value of nature experience. The implications of Abram’s experiential phenomenology resonated with Annie Dillard’s (1993) written description of different ways of seeing the world and Mary Oliver’s (1998) personal rendition of the natural and cultural relations that make a place home. Meanwhile, Val Plumwood (1993) provided students with a critical analysis of dualisms in Western culture. These readings contributed to the dominant course theme that students were expected to critically reflect upon: the co-existence of different cultural perspectives on the environment that at times resonate or conflict with each other and with the world.  \nIn late October, we lectured on environment","cbCaiuSOhoJ0oIDj","https://ap.wps.com/l/cbCaiuSOhoJ0oIDj","pdf",136673,13,"English","# Abstract\n# Developing critical environmental pedagogy through disruption\n## Experiential learning and teaching practice assessment\n## Aligning course content, methods, and student learning\n# Course themes and key readings","[{\"question\":\"How does the paper define “creative disruptions” in environmental pedagogy?\",\"answer\":\"Creative disruptions are used as moments that challenge students’ assumptions and support the development of critical thought during environmental education practice.\"},{\"question\":\"What role does experiential learning play in the pedagogy described?\",\"answer\":\"Experiential learning helps students connect course concepts to their lives, making ideas less abstract and more actionable.\"},{\"question\":\"How do the authors use course conversations and readings to inform teaching practice?\",\"answer\":\"They describe weekly discussions tied to commutes and coursework, and they show how these interactions disrupted teaching habits and reshaped classroom practice.\"}]","Creative Disruptions in the Subway of Critical Environmental Pedagogy | PDF",1792085031,33]