[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596609-105":59,"doc-detail-596609-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","in-search-of-the-eco-teacher-public-school-edition","In Search of the Eco-Teacher - Public School Edition","","This paper examines an innovative building-less Canadian public elementary school and its large-scale research project to identify characteristics for an eco-teacher in an emergent, environmental, place- and community-based experiential setting. Six teacher qualities—lateral thinking, holding the paradox, reflection, rhythm and shape, attention, and mediation of decolonization and re-inhabitation—are derived from 18 months of observation, interviews, and interaction with teachers. The study frames the school project and develops these characteristics toward goals that teachers and researchers continue to pursue.",{"@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/in-search-of-the-eco-teacher-public-school-edition/596609/",{"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/in-search-of-the-eco-teacher-public-school-edition/596609.png","ImageObject",300,407,{"name":92,"@type":93},"Muffet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the core purpose of the eco-school research project?","Question",{"text":112,"@type":113},"It aims to determine how, and whether, prevailing culture can be transformed through public schooling, shifting toward a more ecological version of education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which six characteristics does the paper focus on for eco-teachers?",{"text":117,"@type":113},"The paper considers lateral thinking, holding the paradox, reflection, rhythm and shape, attention, and mediation of decolonization and re-inhabitation.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper develop its understanding of these characteristics?",{"text":121,"@type":113},"Through observing, interviewing, and interacting with teachers at the school over the last 18 months, and extending that work through further theorizing based on where teachers fell short of the mandate.","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},596609,1792210146,{"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":19,"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},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","In Search of the Eco-Teacher: Public School Edition Sean Blenkinsop, Simon Fraser University, Canada  \nAbstract  \nThis paper uses an innovative building-less Canadian public elementary school and its accompanying large-scale research project to consider the characteristics that might be required of a teacher interested in working in an emergent, environmental, place-and community-based experiential public school setting. The six characteristics considered here—lateral thinking, holding the paradox, reflection, rhythm and shape, attention, and mediation of decolonization and re-inhabitation—are understood through having observed, interviewed, and interacted with the teachers at the school for the last 18 months and through extension. That is, these characteristics are offered not solely because the teachers possess them, but also from coming to understand where the teachers are being less than successful in their mandate and theorizing out towards the desired. The paper begins by setting a frame around the school project, and then working through the six characteristics that we are all still actively trying to achieve.  \nRésumé  \nCet article se penche sur une école publique canadienne, progressive, sans lieu fixe ainsi qu’un projet de recherche à grande échelle afin deréfléchir aux caractéristiquesrequises pour les enseignantes et enseignants intéressés à travailler dans une école publique émergente, environnementale, baséesur a communauté et l’expérience. Les six caractéristiques examinées ici soient la pensée latérale, soutenir un paradoxe, laréflexion, le rythme et la forme, l’attention et le processus de décolonisation, sont compris à travers nos observations, entrevues et interactions avec les enseignanteset enseignants de l’école sur une période de dix-huit mois avec extensions. Cescaractéristiques sont soulignées non seulement parce que les enseignantes etenseignants les possèdent mais aussi pour arriver à une compréhension des moments moins réussis et à une théorisation en vue du résultat désiré. Cet article présente d’abord le cadre de recherche basé sur le projetscolaire, ensuite il présente les six caractéristiques que nous cherchons encore à atteindre.  \nKeywords: environment, teacher education, eco-teacher, environmental schools  \nBackground  \nIn February 2010, the Community University Research Alliance (special Environmental Call), a branch of the Social Sciences and Humanities Research Council of Canada, agreed to fund our research project: “Aligning Education and Sustainability in Maple Ridge, BC: A Study of Place-Based Ecological Schooling.”  \nCanadian Journal of Environmental Education, 19, 2014 145  \nIn our proposal, we (myself and co-director Mark Fettes) aimed to establish an environmental learning centre beginning with a publicly funded Kindergarten through Grade 7 eco-“school.” We put school in quotation marks because while the project would meet provincial public education requirements, we envisioned that it would look and feel different. In November 2010, the board of trustees voted unanimously to go ahead with the project. The “school” opened in September 2011 with three mixed-age “classes” and a total of 60 students between the ages of five and twelve. The “school” has since expanded to include a fourth class and another 25 students. There is no school building, though we do have a yurt. As a result, the vast majority of learning occurs outdoors. (See: [http://es.sd42.ca/](http://es.sd42.ca/))  \nThe underlying intention of the research is to determine how, or indeed whether, the prevailing culture can be transformed through public schooling. Can a single public elementary school become the locus of cultural change from, in this case, an underlying anti-environmental, economically exploitative one, to an as-yet-undefined more ecological version?  \nThe teachers and the community as a whole would need support and direction with such a challenging new idea. To this end, a small group of researchers and th","cbCaisuymX1hzxtw","https://ap.wps.com/l/cbCaisuymX1hzxtw","pdf",100942,15,"English","# Abstract\n# Background\n## Research funding and project aims\n## School opening and learning setting\n## Cultural change through public schooling\n# Teacher recruitment challenges\n# Emerging teacher characteristics","[{\"question\":\"What is the core purpose of the eco-school research project?\",\"answer\":\"It aims to determine how, and whether, prevailing culture can be transformed through public schooling, shifting toward a more ecological version of education.\"},{\"question\":\"Which six characteristics does the paper focus on for eco-teachers?\",\"answer\":\"The paper considers lateral thinking, holding the paradox, reflection, rhythm and shape, attention, and mediation of decolonization and re-inhabitation.\"},{\"question\":\"How does the paper develop its understanding of these characteristics?\",\"answer\":\"Through observing, interviewing, and interacting with teachers at the school over the last 18 months, and extending that work through further theorizing based on where teachers fell short of the mandate.\"}]","In Search of the Eco-Teacher - Public School Edition | PDF",1792083397,38]