Tracking Self into Place

Oct 15, 2026

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Educating ecologically is explored through a personal, place-based narrative that follows the author’s teaching practice and the stories she lives, tells, and makes as an environmental educator. The text contrasts rooms of ecological science and social/political advocacy, then argues for embracing complexity and wonder as pedagogical tools. It invites readers to notice the ground and nearby sensory details, linking those observations to learning, connection, and shared storytelling.

LanguageEnglish

CategoryLifestyle

FormatPDF

Pages12

Reading Time18 min

AccessFree to download

Tracking Self into Place

Tracking Lessons

Tracking Self into Place Laura Piersol, Simon Fraser University, Canada Abstract In an effort to figure out what it means to educate “ecologically,” I decided to track down some of the stories that I was living, telling, and making as an educator. I ended up lost in the house of environmental education, stuck within the rooms of ecological science and political advocacy. Outside on the lawn sat the story of place-based education. As I listened to the story of place, I began to embrace complexity and wonder as pedagogical tools in my practice. Come join me as I attempt to track myself into place. Résumé Dans l’espoir de comprendre le sens de l’expression « éducation écologique », j’aidécidé de réunir certaines des anecdotes que j’ai vécues, racontées et inventées dans mes fonctions d’éducateur. J’ai fini par me perdre dans le labyrinthe del’éducation environnementale, coincé entre la galerie de la science écologique et lacavité de la défense des droits politiques. Dehors sur legazon se déroulait l’histoire de l’éducation axée sur le lieu physique. En écoutant cette histoire du lieu, j’ai commencé à saisir l’utilité de la complexité et de l’émerveillement à titre d’outils dans mon travail. Accompagnez-moi dans mon voyage de ressourcement. Keywords: personal narrative, complexity, wonder, place consciousness, environmental education Hi there, can you do me a favour? In a moment, place the book down and notice the place 1 around you. How does the ground feel beneath your feet? Are there smells that drift around you? What about the sounds nearby? How does all of this affect you? Is there a place you would rather be? What does that place look like and why is it more appealing? Take some time now and when you are ready, pick up the book again. Welcome back! What did you notice? Now let me explain myself: as you will soon find out, my practice as an educator concentrates on the power of place. I don’t have the ability to take you outside into the local land and community, but I can embrace the power of the place we find ourselves in right now: here we are able to share stories. We can learn from them, cultivate them, change them, and maybe even abandon some. In that vein, I plan to tell you a story of mine. As I tell it, you may find that it sparks connections for you about something in your own life, your own practice. When you feel that spark, hear that story of yours that is related to mine, it is my hope that you will stop reading and find a friend—or better yet, a stranger—and tell them a story. For 198 Canadian Journal of Environmental Education, 15, 2010 example, later on, when I describe some teachers that I have worked with, feel free to go tell someone about a similar teacher that you had when you were five and how he changed your life and how his name was Mr. Russell. Then, for that person listening to you, that might remind them of their uncle Russell who incidentally had six toes, and so on. I invite you to break up the reading and share your stories as they arise. This paper will be here when you are ready to come back to it. Tracking Lessons Let me tell you about the spot I am in right now. It is springtime and I am down by the Oldman River in southern Alberta. The Plains Cottonwood trees have new waxy leaves on their branches and the scent of their sweet sap is carried on the warm wind. The sun hits the leaves and the trees become a vertical bed of clapping light. I have been following deer tracks in the mud along the riverbank. There are some fawn tracks amongst the larger prints and a few dried coyote tracks that lead down to the gravel bed, where I lose sight of them. Tracking has been an important learning tool throughout my life. I have learned to listen to what the presence of sand under my feet has to tell me of an ancient lake. I have danced my way between smooth rocks that are singing signs of the quick-moving currents of an old stream bed. I have rediscovered how the land is filled w

FAQs

What does “educate ecologically” mean in the paper?

It is approached through place-based, personal storytelling that connects teaching practice with how educators live, tell, and make stories in environmental education.

How are readers invited to engage with the text?

Readers are prompted to notice their immediate place—ground feel, smells, sounds, and preferred surroundings—then return to the book and reflect on what they notice.

What educational shift does the author discuss regarding ecological concepts?

The author critiques the traditional “balance of nature” succession diagrams and contrasts them with a need to account for change, complexity, and factors like fire, flood, and climate effects.

Oct 15, 2026

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