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Through participatory engagement with bioregional poetry, the author examines how children build ecological sensibility toward their inhabited places. 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The article critically examines the technical, resourcist bias of present educational discourse and proposes it is imperative that the term“ecology” be reclaimed for education.  \nRésumé  \nLe présent article donne un aperçu du contexte, de la méthode et du cadre théorique d’un projet de recherche portant sur des enfants vivant en région côtière à Terre-Neuve-et-Labrador dans des collectivités profondément touchées par la destruction de l’écosystème marin. Par l’entremise d’un engagement actif et d’unepoésie axée sur la biologie locale, l’auteur se penche sur la croissance des enfantsen matière de sensibilité à l’écologie des endroits qu’ils habitent. L’article examined’un point de vue rationnel la partialité technique qui ressort de la tendance à tout considérer comme une ressource exploitable, présente dans le courant de pensée éducatif actuel, et avance qu’il faut absolument se réapproprier le terme « écologie » dans le domaine de l’éducation.  \nKey terms: hermeneutic phenomenology, ecology, poetry, language arts, curriculum theory  \nContext of the Study  \nAs a secondary school teacher, I lived with children in a region once home to the greatest biomass on the planet. The incredible diversity and numbers of fish species that swam the plankton-rich waters of the North Atlantic stood not only as testament to the miracle of the life-generating power of the Earth, but also to the unknowable depths of human greed and the capacity to destroy and lay waste to that same miraculous fecundity. Much has been written about the reasons for the collapse of the Northern cod population; unfortunately, finger pointing and the apportioning of blame have characterized the analysis. For the  \nCanadian Journal of Environmental Education, 15, 2010 185  \nmost part, public discourse has been devoid of any real sense that our places, our communities, are comprised of interacting life systems.  \nDuring the 1990s, I used a critical pedagogy approach in an attempt to address my concerns by devoting several weeks of my language arts program to exploring the social, political, and environmental constructs responsible for the collapse of the ocean ecosystem. The exploration was primarily expository: letter writing, critical media analysis, debates, and research essays. In retrospect, it was an objectivist orientation to support the objectivist approach of the sciences. Environmental education in my school, as in most others, was a subset of the science curriculum. As the ocean was plundered and decimated, the children dutifully categorized the natural resources and diagrammed the water cycle. Meanwhile, their communities died a slow, inexorable death. Hope and promise were on the wane. Many children grappled with the prospect of leaving a place that was their home.  \nHowever, it was my students’ personal, expressive writing that was largely responsible for the research project I conducted. The writing spoke to me of children struggling with their sense of place in a rapidly changing reality and it led me to look elsewhere for insight and understanding: to language and literature—particularly, to poetry. I felt that imagination, creativity, and the power of language might provide another way of knowing more deeply how to dwell in place.  \nThis experience raised some key questions for me as a researcher, teacher, and human being. How can our defining human abilities, language and imagination, a","cbCaiqSihrT8sbpQ","https://ap.wps.com/l/cbCaiqSihrT8sbpQ","pdf",521881,13,"English","# Abstract\n# Context of the Study\n# Research Methods: Experience as Touchstone","[{\"question\":\"What core problem does the research project address?\",\"answer\":\"It investigates how children develop ecological sensibility through language and literature in communities affected by the collapse of the marine ecosystem.\"},{\"question\":\"How does bioregional poetry figure into the study?\",\"answer\":\"The children engage in reading and writing activities grounded in bioregional poetry, using writing prompts to deepen ecological attunement and its connection to language.\"},{\"question\":\"Why does the article critique present educational discourse?\",\"answer\":\"It argues that current educational discourse carries technical and resourcist bias and that the term “ecology” must be reclaimed for education.\"}]","Pedagogy and the Poetic - Nurturing Ecological Sensibility through Language and Literature | PDF",1792085142,33]