[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596596-105":59,"doc-detail-596596-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","hunting-for-ecological-learning","Hunting for Ecological Learning","","The paper examines how hunting can function as legitimate environmental learning rather than a marginal cultural practice. It considers links among hunting, culture, and environmental thought; hunters’ contributions to conservation and protection of viable land bases; and renewed interest in hunting connected to local, non-industrial food. Using narrative inquiry, it reconstructs a weeklong pronghorn antelope hunt and analyzes ecological learning through multiple voices, focusing on self, environment, food, and the more-than-human world.",{"@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/hunting-for-ecological-learning/596596/",{"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/hunting-for-ecological-learning/596596.png","ImageObject",300,407,{"name":92,"@type":93},"Muffet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the paper’s main goal regarding hunting and environmental learning?","Question",{"text":112,"@type":113},"To bring hunting into a more visible role as legitimate environmental learning, moving beyond dismissive stereotypes and exploring hunting as ecological learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study investigate ecological learning?",{"text":117,"@type":113},"Through narrative inquiry that reconstructs the hunting cycle using four voices from a weeklong pronghorn antelope hunt.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is hunting discussed as politically controversial in the paper?",{"text":121,"@type":113},"Because it is represented in opposing ways—as domination or connectedness, moral evil or moral good, and environmentally unsound or biodiversity-conserving—leading to stereotypes and limited discussion in environmental education.","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},596596,1792340793,{"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":14,"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":36,"preview_page_count":4},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Hunting for Ecological Learning  \nJoel B. Pontius, University of Wyoming, USA; David A. Greenwood, Lakehead University, Canada; Jessica L. Ryan, Laramie, Wyoming, USA; Eli A. Greenwood, Thunder Bay, Canada  \nAbstract  \nConsidering (a) the many potential connections between hunting, culture, and environmental thought,(b) how much hunters have contributed to the conservation movement and to the protection of a viable land base, and (c) renewed interest in hunting as part of the wider movement toward eating local, non-industrialized food, we seek to bring hunting out of the margins and into a more visible role as a legitimate focus for environmental learning. To dig beneath the sometimes dismissive stereotypes that often marginalize hunters and hunting, and to explore hunting as a practice of ecological learning, we went straight to the source—we went hunting. Through narrative inquiry, this paper explores the ecological learning experienced in the context of a weeklong pronghorn antelope hunt in traditional Cheyenne and Arapahoe hunting territory in central Wyoming. By juxtaposing four voices, we recreate the hunting cycle and make meaning of our experience learning about ourselves, our environment, our food, and the morethan-human world.  \nRésumé  \nCompte tenu, a) des nombreux liens potentiels entre la chasse, la culture et la penséeenvironnementale, b) de la contribution considérable des chasseurs au mouvement environnemental et à la protection d’un habitat naturel durable, et c) du regain d’intérêt pour la chasse au sein du mouvement pour la production alimentaire locale et non industrielle, nous cherchons à sortir la chasse de la marginalité etd’en accroître la visibilité dans le but légitime de l’apprentissage environnemental. Afin de passer outre les stéréotypes parfois méprisants qui marginalisent souvent et les chasseurs et la chasse, et d’étudier l’utilité de la chasse dans la pratique del’apprentissage écologique, nous sommes allés à la source : nous sommes allés à la chasse, directement. Par une enquête narrative, l’article examine les expériencesd’apprentissage écologique vécues lors d’une semaine de chasse à l’antiloped’Amérique en territoire de chasse traditionnel cheyenne et arapahos au Wyoming central. En juxtaposant quatre voix, nous avons recréé le cycle de la chasse ettiré une signification de l’expérience d’apprentissage sur nous-mêmes, notre environnement, notre alimentation et le monde au-delà de l’humain.  \nKeywords: hunting, ecological learning, ecological literacy, environmental education, food literacy, place-based learning, narrative inquiry  \n80 Canadian Journal of Environmental Education, 18, 2013  \nHunting for Ecological Learning  \nWith humans and other animals, hunting is the original environmental education. To say so acknowledges a reality almost forgotten in modern and postmodern culture. That is, humans coevolved—as both predators and prey—with other animals that also learn (Shepard, 1996) . Considering the evolutionary and anthropological role of hunting in human societies, along with the prominent place of hunting in the worldwide conservation movement, it is surprising how little hunters’ voices have been heard in the contemporary field of environmental education. In the field, hunting has been largely discussed by those speaking out against it, with a few exceptions such as Asfeldt, Henderson, and Urberg (2009), who position hunting as a critical element of a northern Canada place-conscious curriculum, and reports of hunting in research on significant life experiences (Tanner, 1998) . Hunting is also part of a broader interest in traditional ecological knowledge among both Indigenous and non-Indigenous scholars. Among many Indigenous peoples, hunting traditions are inseparable from cultural traditions that connect human beings to other animals and to the larger lifeworld; as Marker (2006) suggests in his educational inquiry into the Makah whale hunt, to neglect hunting among Indigenous grou","cbCaij2AN1JZWFwv","https://ap.wps.com/l/cbCaij2AN1JZWFwv","pdf",1261644,16,"English","# Abstract\n# Hunting for Ecological Learning\n# The Politics of Hunting","[{\"question\":\"What is the paper’s main goal regarding hunting and environmental learning?\",\"answer\":\"To bring hunting into a more visible role as legitimate environmental learning, moving beyond dismissive stereotypes and exploring hunting as ecological learning.\"},{\"question\":\"How does the study investigate ecological learning?\",\"answer\":\"Through narrative inquiry that reconstructs the hunting cycle using four voices from a weeklong pronghorn antelope hunt.\"},{\"question\":\"Why is hunting discussed as politically controversial in the paper?\",\"answer\":\"Because it is represented in opposing ways—as domination or connectedness, moral evil or moral good, and environmentally unsound or biodiversity-conserving—leading to stereotypes and limited discussion in environmental education.\"}]","Hunting for Ecological Learning | PDF",1792083373]