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The study uses a critical pedagogy of place to frame practitioner reflection and program revision toward cultural and ecological relevance. An action research approach guides the practitioner-researcher to address marginalization and support reinhabitation through place-specific social, economic, and ecological situatedness.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/engaging-indigenous-urban-youth-in-environmental-learning-the-importance-of-place-revisited-abstract-keywords-and-introduction/597344/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/engaging-indigenous-urban-youth-in-environmental-learning-the-importance-of-place-revisited-abstract-keywords-and-introduction/597344.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the environmental learning program discussed in the paper?","Question",{"text":112,"@type":113},"The paper discusses Bridging the Gap, an environmental learning program for Indigenous, urban youth.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What theoretical framework guides the program revision?",{"text":117,"@type":113},"A critical pedagogy of place provides the theoretical framework for practitioner reflection and program decisions.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper approach researching program improvement?",{"text":121,"@type":113},"It uses an action research methodology, with the practitioner-researcher continually seeking resolutions that address relevant aspects of marginalization.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597344,1792166582,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Engaging Indigenous Urban Youth in Environmental Learning: The Importance of Place Revisited  \nNatalie Swayze, EECOM, Canada  \nAbstract  \nThis paper describes the evolution of an environmental learning program for Indigenous, urban youth called Bridging the Gap. A critical pedagogy of place provides a theoretical framework to engage in practitioner-reflection, exploring the decisions made while revising the original program to make it both culturally and ecologically relevant. Using an action research methodology, the practitioner-researcher resolves to continue to seek resolution to relevant aspects of marginalization in attempt to facilitate reinhabitation for Bridging the Gap learners while emphasizing the program’s place-specific social, economic, and ecological situatedness.  \nRésumé  \nCet article décrit l’évolution d’un programme de sensibilisation à l’environnement pour la jeunesse urbaine autochtone, appelé Bridging the Gap. Unepédagogie critique de l’espace fournit un cadre théorique pour éveiller à uneréflexion praticienne, explorant les décisions prises lors de la révision du programme original pour le rendre à la fois culturellement et écologiquement pertinent. Par une méthodologie de recherche active, le recherchistepraticien décide de continuer de chercher une solution aux aspects pertinents de la marginalisation, pour tenter de faciliter la réhabitation des apprenants de Bridging the Gap, pendant qu’il fait ressortir la place spécifique du programme dans son contexte social, économique et écologique.  \nKeywords: Indigenous, place, socio-ecological, reinhabitation, marginalization  \nIntroduction  \nLife is full of choices. Yet sometimes the most influential aspects of our lives are those that we don’t choose. Our families, our ethnicity, the places where we grow up—these reflect the critical “unchoices” in our lives. As an environmental educator, researcher, and human, I am becoming increasingly aware of the impacts these “unchoices” have on me, and the children that Iteach and learn with. With this awareness comes a sense of responsibility anda commitment to carefully decide how I develop my environmental learning1 programs.  \nCoupled with a growing sense of an “impending environmental crisis”comes a recognition of the human role in contributing to it. Indeed, this sense  \nCanadian Journal of Environmental Education, 14, 2009 59  \nof crisis has historically been a powerful impetus for environmental learning. Transforming behaviours and relationships with the environment, and ultimately developing individual and community capacity to actively engage in environmental stewardship, is generally regarded as environmental learning’s ultimate goal (Hungerford & Volk, 1990; Tilbury, 1995) . However, there are various mechanisms, strategies, and techniques employed in environmental learning to achieve this goal.  \nAs an environmental educator, I am determined to think carefully about the choices I make when developing programs, as I become critically aware of the various influences that impact my decision making process. Non-formal environmental learning programs targeting school age children frequently seek to meet curriculum standards from formal education, thereby becoming accountable with a larger educational system. When striving to meet these curriculum outcomes and “fit” within other national and/or international mandates, I must question: How relevant are these standards within a local context, and to my specific place?2  \nAs the field of environmental learning evolves and our societies become increasingly diverse and complex, I am mindful that all education is political and inherently value laden. All rational thought in today’s post-colonial contexts requires questioning of context, values, and relativeness (Willinsky, 1998) . To adequately accommodate a multiplicity of views requires consideration that,“curricula are created by people within temporal, political, cultural, economic, and cultural contexts,” (Orns","cbCaityTMzRtVZKF","https://ap.wps.com/l/cbCaityTMzRtVZKF","pdf",102194,15,"English","# Introduction\n## The Context-Situating the Bridging the Gap Program","[{\"question\":\"What is the environmental learning program discussed in the paper?\",\"answer\":\"The paper discusses Bridging the Gap, an environmental learning program for Indigenous, urban youth.\"},{\"question\":\"What theoretical framework guides the program revision?\",\"answer\":\"A critical pedagogy of place provides the theoretical framework for practitioner reflection and program decisions.\"},{\"question\":\"How does the paper approach researching program improvement?\",\"answer\":\"It uses an action research methodology, with the practitioner-researcher continually seeking resolutions that address relevant aspects of marginalization.\"}]","Engaging Indigenous Urban Youth in Environmental Learning: The Importance of Place Revisited - Abstract, Keywords, and Introduction | PDF",1792084848,38]