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Topic

Experiencing Connectedness to Place through Self-Reflective Learning: A Participatory Phenomenological Study Involving Students on UVic Campus

Department of Curriculum and Instruction

Date & location

• Friday, November 22, 2024

• 9:30 A.M.

• Clearihue Building

• Room B017 and Virtual

Reviewers

Supervisory Committee

• Dr. Ted Ricken, Department of Curriculum and Instruction of Victoria (Supervisor)

• Dr. Todd Milford, Department of Curriculum and Instruction, Uvic (Member)

• Dr. Carmen Rodriguez, Department of Indigenous Education, UVic (Outside Member) 

External Examiner

• Dr. David Zandvliet, Faculty of Education, Simon Fraser University 

Chair of Oral Examination

• Dr. Ben Nadler, Department of Mechanical Engineering, UVic

   

Abstract

University students often come to live on or near the university campus for the duration of their studies. The University of Victoria (UVic) is located in an area with a variety of natural places students frequently spend time in and may feel connected to. Student connectedness to place is often not integrated into course curricula. However, with the increasing urgency of environmental and climate change issues, awareness of oneself in place is prioritized in universities’ action plans for sustainable development and decolonization. This dissertation describes my research that involved ten UVic students and ten outdoor locations on or near campus. In a phenomenological study I explored student experiences with connectedness to place, while they engaged in various self-reflective activities, ranging from active, arts-based reflection to simply visiting and being in place. The research is grounded in a perspective of relationality, nonlinearity and self-awareness, inspired by the writings of Jiddu Krishnamurti, Maurice Merleau-Ponty, and North American Indigenous scholars such as Gregory Cajete, Sean Wilson, Umeek (Richard Atleo) and Margaret Kovach. Mark Vagle’s post-intentional approach matches this perspective where both self and place are non-static, and learning happens through interaction between theory, data and self-reflections. In this process, I used dance and painting as self-reflection tools, which led to a description of connectedness to place that is experienced through memory as awareness in the moment, beauty as awareness of what is, and time as being in relationship. Based on student experiences in this research, the following suggestions were discussed as elements of what I call “place-based self-reflection”: being physically present; intentional observation; inviting different perspectives; connecting and layering experiences; learning with others; receiving prompts and questions; connecting our creative self; choosing our tools; and considering right timing. The research contributes to discussions of place-based education, slow pedagogy and reflection in higher education. Continuing questions inspire further thinking for exploring connectedness to place through self-reflection that can be applied in different study disciplines, levels of education and our personal lives.