[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596968-105":59,"doc-detail-596968-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","the-place-of-ruin-within-wild-pedagogies","The Place of Ruin within Wild Pedagogies","","This conceptual project uses critical place inquiry to examine the Hanford Nuclear Site as a model “place of ruin” within wild pedagogies. It argues that engaging ruin complicates the focus on immaculate wildness by highlighting how social, historical, and political forces are tightly entwined with ecological destruction. By treating places of ruin as co-teachers, the work supports critical reflection on human relationships with land and water, enabling new forms of connection, care, and accountability in relation to more-than-human worlds.",{"@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/the-place-of-ruin-within-wild-pedagogies/596968/",{"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/the-place-of-ruin-within-wild-pedagogies/596968.png","ImageObject",300,407,{"name":92,"@type":93},"Danger Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What methodology does the project use to study Hanford in relation to wild pedagogies?","Question",{"text":112,"@type":113},"It uses critical place inquiry methodology to examine places of ruin, with Hanford as a focused case study.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the project frame Hanford as a “place of ruin”?",{"text":117,"@type":113},"It treats ruin not as permanently fixed destruction, but as moments when the failures and excesses of empire-building become visible and a place has no future.",{"name":119,"@type":110,"acceptedAnswer":120},"How does attending to places of ruin change what wild pedagogies can teach?",{"text":121,"@type":113},"It expands wild pedagogies beyond less-contaminated, controlled spaces by offering additional routes for learners to connect with nature, and by enabling critical examination of past and present human relationships with land and water.","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},596968,1792171956,{"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":24,"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},962090769052,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","The Place of Ruin Within Wild Pedagogies Jenne Schmidt, Colorado State University, United States  \nAbstract  \nThis project uses critical place inquiry (Tuck & McKenzie, 2015) to examine the Hanford Site to demonstrate the potential in wild pedagogies to engage not just immaculate and inspiring wildness places but also sites of ruin. Attending to places of ruin can illuminate the ways that the social, historical, and political are intimately intertwined with the ecological. Considering places of ruin, such as Hanford, as part of wild pedagogies and curriculum opens new and necessary ways for students to learn from nature (as co-teacher). Such an approach facilitates the critical examination of our current and past human relationships with nature, the land, the water, and the place itself and has the potential to foster new types of connection, ways of nurturing, and accountability in the world.  \nRésumé  \nlieux (Tuck et McKenzie, 2015) pour observer le site Hanford afin de montrer en quoi les pédagogies de la nature permettent d’entrer en relation non seulement avec les lieux sauvages immaculés et inspirants, mais aussi avec ceux qui tombenten ruine. Leur visite aide en effet à comprendre les l’interrelation étroite entre l’écologie et les aspects sociaux, historiques et politiques. L’intégration des lieuxen ruine, comme Hanford, aux programmes et aux pédagogies de la nature ouvre aux élèves de nouvelles et nécessaires possibilités d’apprendre du monde naturel (comme co-enseignant) . Ce type d’approche facilite l’examen critique des relations passées et présentes des humaines avec la nature, le territoire, l’eau et les lieux entant que tels, et encourage l’émergence de nouveaux types de relations, de manières différentes de prendre soin des choses, et d’un sentiment de responsabilité envers le monde.  \nKeywords: ruin, Hanford Nuclear Site, imperialism, settler colonialism, place  \nMots-clés : ruines, site nucléaire Hanford, impérialisme, colonialisme, lieu  \nThe Place of Ruin within Wild Pedagogies  \nIn November of 2019, work at the 324 Building of the Hanford Nuclear Site was halted when low-level contamination was discovered on the skin of an employee working there. Building 324 is located about one mile (approx . 0.6 kilometres) from Richland, Washington and about 300 yards (approx . 275 metres) from the Columbia River. It sits atop highly contaminated radioactive soil that resulted from a spill discovered in 2010. Even though the soil beneath the building is“so radioactive that it would be lethal within two minutes of contact” (Cary,  \nCanadian Journal of Environmental Education, 25, 2022 55  \n2017), this was the eighth worker exposure in 2019 alone (Cary, 2019) . These terrifying moments at the Hanford Site, and the many others that have occurred there since its inception, present a constant reminder of the ways in which Hanford, as the United States’ most contaminated nuclear site, causes ongoing and widespread ecological destruction (Brown, 2014) .  \nWild pedagogies “re-examine relationships with places, landscapes, nature, more-than-human beings, and the wild”(Jickling et al. , 2018, p. 2) in an effort to cultivate new ways of understanding, relating to, and engaging with the world. This pedagogical approach emerges from a critique of human-centric constructionsofthe world, with wild pedagogies operating from an understanding of the land, more-than-humans, and places as co-teachers/co-researchers (Jickling et al. , 2018, pp. 7–11) . Hanford and other places of ecological disaster, which I am calling “places of ruin,” may not seem like obvious sites for wild pedagogies, which often seek out less contaminated, confined, and controlled spaces of nature. In this project, I use critical place inquiry methodology (Tuck & McKenzie, 2015) to examine sites of ruin in general, and Hanford specifically, as“wildness”(Jickling et al. , 2018, pp. 43–44) .  \nApproaching place through a critical place inquiry methodology allows scholar","cbCaijrJukEolsN9","https://ap.wps.com/l/cbCaijrJukEolsN9","pdf",144304,15,"English","# Abstract\n# Hanford as a place of ruin\n## Wild pedagogies and critical inquiry\n## Understanding ruin through empire and culture\n## Implications for education and learning","[{\"question\":\"What methodology does the project use to study Hanford in relation to wild pedagogies?\",\"answer\":\"It uses critical place inquiry methodology to examine places of ruin, with Hanford as a focused case study.\"},{\"question\":\"Why does the project frame Hanford as a “place of ruin”?\",\"answer\":\"It treats ruin not as permanently fixed destruction, but as moments when the failures and excesses of empire-building become visible and a place has no future.\"},{\"question\":\"How does attending to places of ruin change what wild pedagogies can teach?\",\"answer\":\"It expands wild pedagogies beyond less-contaminated, controlled spaces by offering additional routes for learners to connect with nature, and by enabling critical examination of past and present human relationships with land and water.\"}]","The Place of Ruin within Wild Pedagogies | PDF",1792084106,38]