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g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 36 63 324 531 re f q /gs1 gs q bt /f2 1 tf 10 0 0 10 37 585.6709 tm 0 0 0 1 k -0.008 tw [(s)-7(e)-7(l)-7(v)-7(e)-7(s)-7( )-7(t)-7(o)-7( )-7(t)-7(h)-7(e)-7( )-7(n)-7(a)-7(t)-7(u)-7(r)-7(a)-7(l)-7( )-7(world\323 \(cof)18(fey)110(, 1996, p. 10\). edwar)18(d cheskey (1996))]tj 0 -1.30001 td 0 tw (explains:)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 55 551.6709 tm 0 0 0 1 k -0.01 tc 0.059 tw [(as educators we should consider strategically how we can help childr)20(en)]tj 0 -1.16667 td -0.014 tc -0.009 tw [(build a str)18(ong envir)17(onmental ethic when so many factors ar)18(e undermining)]tj t* -0.022 tc -0.001 tw [(our ef)18(forts. this ethic has to find its way past childr)18(en\325s heads and into their)]tj 0 -1.16666 td -0.01 tc 0.01 tw [(hearts, and it can do so only when natur)18(e is experienced as part of the life)]tj 0 -1.16667 td 0.005 tc 0.11 tw [(of each child. cr)18(eating opportunities for r)17(egular contact with wildlife)]tj t* -0.015 tc -0.008 tw [(thr)17(ough schoolyar)18(d habitat r)17(estoration is a main ingr)18(edient in this strategy)110(.)]tj 0 -1.16668 td -0.01 tc 0 tw ((p. 17) )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 55 465.1709 tm 0 0 0 1 k -0.01 tc -0.008 tw (the injurious factors alluded to by cheskey include urbanization, new)tj -1.8 -1.3 td -0.005 tc -0.007 tw [(information technologies, globalization of the economy)111(, and the commod-)]tj t* -0.009 tc -0.009 tw (ification of natur)tj 7.19657 0 td [(e. )37(all of these, he ar)18(gues, contribute to a debilitating sense)]tj -7.19657 -1.3 td -0.008 tc -0.01 tw [(of estrangement and placelessness. like many pr)18(oponents of school-based)]tj t* -0.005 tc [(habitat r)17(estoration, he envisions it as part of a lar)18(ger strategy of r)17(esistance.)]tj t* -0.025 tc 0.007 tw [(that strategy is pr)17(emised on the notion that fr)18(equent, embodied engagement)]tj t* -0.012 tc -0.006 tw [(with the mor)17(e-than-human is key to living out caring, ethical r)17(elationships. )]tj 1.8 -1.3 td 0.001 tc 0.124 tw [(supporters of the br)17(oader ecological r)19(estoration movement paint a)]tj -1.8 -1.3 td 0 tc 0.02 tw (similar pictur)tj 5.98436 0 td [(e. restoration educator )37(amy lambert (1999) writes that for)]tj -5.98436 -1.3 td -0.001 tc -0.011 tw (many people the very act of putting their hands in the soil serves as a cat)tj 31.86704 0 td 0 tc (-)tj -31.86704 -1.3 td 0.085 tw [(alyst and raises \322absorbing, compelling questions about their own r)17(ela-)]tj t* -0.007 tc -0.005 tw [(tionship with natur)17(e\323 (p. 127). restoration facilitator )36(annie whittey \(1997)1(\))]tj t* -0.013 tc 0 tw [(likewise contends that r)18(estoration means r)18(elating to the landscape in a new)]tj t* 0.007 tc 0.118 tw [(way: \322it means knowing the various kinds of bir)17(ds, shr)9(ubs, tr)17(ees and)]tj t* 0 tc 0.016 tw [(insects that inhabit one\325s neighbor)17(hood, valuing the particularity of each)]tj t* -0.004 tc -0.009 tw (one, and appr)tj 6.05862 0 td (eciating both its integrity and its r)tj 14.72636 0 td (ole in the lar)tj 5.41063 0 td (ger whole.\323 it)tj -26.19561 -1.30001 td 0 tc 0.065 tw (also means appr)tj 7.33599 0 td (eciating the land as habitat for human beings, so that it)tj -7.33599 -1.30001 td 0.018 tw [(becomes \322a way of connecting with the place we ar)18(e in - with something)]tj 0 -1.3 td -0.022 tc 0 tw (lar)tj 1.10169 0 td 0.01 tw [(ger than ourselves\323(p. 69). ecopsychology educator elan shapir)18(o concurs.)]tj -1.10169 -1.3 td 0 tc -0.006 tw (he points to the possibility of r)tj 13.65184 0 td (evitalizing an \322ecological\323 or \322connected\323)tj -13.65184 -1.3 td 0 tw [(sense of self thr)18(ough r)17(estoration practice:)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 55 184.1709 tm 0 0 0 1 k -0.001 tc -0.012 tw (such a self expands beyond our human-center)tj 20.33871 0 td (ed conditioning and sense)tj -20.33871 -1.16667 td 0 tc 0.047 tw [(of being split of)17(f and separate, in or)18(der to engage intimately with other)]tj t* -0.005 tw (species, cultur)tj 6.27849 0 td [(es, and people, as well as with places. t)92(o live in a r)18(elation-)]tj -6.27849 -1.16666 td -0.014 tc 0.001 tw [(al way r)18(equir)17(es a gradual opening to br)17(oader)74(, mor)18(e permeable boundaries)]tj 0 -1.16667 td 0 tc 0 tw ((1995, p. 235).)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 55 118.6709 tm 0 0 0 1 k -0.013 tc -0.004 tw (in the pages that follow)tj 10.01445 0.00001 td -0.0132 tc (,)tj 0.4692 0 td (i)tj 0.5562 0 td -0.013 tc 0 tw (pr)tj 0.95189 0.00001 td -0.004 tw (esent those aspects of my field work which)tj -13.7918 -1.3 td -0.016 tc -0.001 tw [(indicate how school-based habitat r)18(estoration might facilitate such an open)-1(-)]tj t* -0.02 tc 0.003 tw (ing. mor)tj 3.6386 0 td -0.0203 tc (e)tj 0.691 0 td -0.02 tc 0 tw (specifically)tj 4.59043 0.00001 td -0.0202 tc (,)tj 0.46215 0 td (i)tj 0.54915 0 td -0.02 tc 0.003 tw (discuss some of the ways that study participants cr)tj 21.47715 0.00001 td 0 tc (e)tj 0.45862 0.00001 td (-)tj -31.8672 -1.3 td -0.018 tc 0 tw [(ated, thr)17(ough habitat r)17(estoration, both tangible and discursive spaces wher)18(e)]tj et 1 w 0 0 0 1 k 36 53.86 m 360 53.86 l s 0 0 0 0 k 36 38.9391 324 11.858 re f 36 38.902 324 11.8581 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 36 44.6589 tm 0 0 0 1 k (142)tj 32.26901 0.00001 td (anne c.)tj 4.01514 0.00001 td (bell)tj et q endstream endobj 10 0 obj << /length 4889 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 72 63 324 531 re f q /gs1 gs q bt /f2 1 tf 10 0 0 10 73 585.6709 tm 0 0 0 1 k -0.015 tc -0.002 tw [(their af)17(finities for other beings could flourish, and wher)18(e they could tell, lis-)]tj 0 -1.30001 td -0.009 tc -0.009 tw [(ten to, and live out stories of inter)17(dependence within the lar)18(ger web of life.)]tj et q /gs2 gs /gs1 gs q bt /f0 1 tf 10 0 0 10 198.5971 538.0709 tm 0 0 0 1 k [(t)111(angible places )]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 73 514.2709 tm 0 0 0 1 k -0.023 tc 0.01 tw [(habitat r)17(estoration at my case study school focused on a wetland at the back)]tj 0 -1.3 td 0 tc -0.012 tw [(of the school pr)18(operty)110(. the wetland had been slated for development as a)]tj t* -0.023 tc 0.011 tw [(playing field, but concerned teachers lobbied the school boar)17(d to pr)18(otect and)]tj t* 0 tc 0.125 tw [(r)18(estor)18(e it instead. restoration, they claimed, would pr)17(ovide habitat for)]tj t* 0.009 tw [(bir)17(ds, insects, and other animals, would give 世界æ¯2022赛程表淘汰赛 a chance to active)1(-)]tj t* -0.019 tc 0.007 tw [(ly car)18(e for the envir)17(onment, and would pr)18(ovide a r)18(eadily accessible outdoor)]tj t* 0 tc 0 tw [(classr)18(oom for envir)18(onment and natur)18(e studies.)]tj 1.8 -1.3 td 0.008 tc 0.117 tw [(the opportunity to r)17(estor)18(e places wher)18(e other animals could live,)]tj -1.8 -1.3 td 0 tc 0.017 tw [(hide, find food, and gr)18(ow was eagerly embraced by most of the 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0 0 10 97.7144 262.6709 tm 0 0 0 1 k ((student): . . . to eat.)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 73 238.6709 tm 0 0 0 1 k (anne)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 95.2266 238.6709 tm 0 0 0 1 k (:)tj 0.48217 0 td (y)tj 0.5752 0 td (es . . . .)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 73 214.6709 tm 0 0 0 1 k -0.009 tc [(car)18(ol)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 94.5814 214.6709 tm 0 0 0 1 k -0.0092 tc (:)tj 0.47823 0 td -0.009 tc -0.003 tw [(for mor)18(e living and stuf)18(f for animals because animals live on plants.)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 73 191.6709 tm 0 0 0 1 k (betsy)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 95.2144 191.6709 tm 0 0 0 1 k -0.0001 tc (:)tj 0.48885 0 td 0 tc -0.011 tw [(for insects in the spring so they can have mor)18(e grass to hide in . . . .)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 73 167.6709 tm 0 0 0 1 k (car)tj 1.48193 0 td (ol)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 95.0361 167.6709 tm 0 0 0 1 k -0.0001 tc (:)tj 0.4999 0 td (.)tj 0.4999 0 td (.)tj 0.4999 0 td (.)tj 0.4999 0 td 0 tc (and have mor)tj 6.12419 0 td -0.0001 tc (e)tj 0.72884 0 td 0 tc (food.)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 73 143.6709 tm 0 0 0 1 k (anne)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 95.2595 143.6709 tm 0 0 0 1 k 0.0007 tc (:)tj 0.62555 0 td 0.001 tc 0.124 tw (ok, so it\325s to make it a little bit nicer for all the things that live)tj -2.8515 -1.3 td 0 tc 0 tw [(down ther)18(e.)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 73 106.6709 tm 0 0 0 1 k -0.004 tc [(car)18(ol)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 94.8458 106.6709 tm 0 0 0 1 k -0.0038 tc (:)tj 0.4468 0 td -0.004 tc -0.009 tw [(and they have mor)18(e food so they have mor)18(e food and it looks mor)19(e)]tj -2.6314 -1.3 td 0 tc 0 tw [(pr)17(ettier)74(.)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 73 69.6709 tm 0 0 0 1 k (betsy)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 95.2144 69.6709 tm 0 0 0 1 k (:)tj 0.4822 0 td -0.092 tc [(ya)-92(.)]tj et 1 w 0 0 0 1 k 72 53.842 m 396 53.842 l s 0 0 0 0 k 72 38.921 324 11.857 re f 72 38.902 324 11.8581 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 72 44.6589 tm 0 0 0 1 k (enga)tj 2.4348 0 td (ging spaces:)tj 6.50025 0.00001 td (on sc)tj 2.87963 0.00001 td (hool-based habitat restoration)tj 24.63523 0.00001 td (143)tj et q endstream endobj 11 0 obj << /length 5050 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 36 63 324 531 re f q /gs1 gs q bt /f1 1 tf 10 0 0 10 37 585.6709 tm 0 0 0 1 k (grade five interview)tj 0 -2.02 td (anne)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 61.9576 565.4709 tm 0 0 0 1 k 0.023 tw ((interviewer): down in the wetland, what about that planting? did)tj -2.49576 -1.30001 td 0 tw (you enjoy that?)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 526.4709 tm 0 0 0 1 k -0.004 tc (shawn)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 66.9632 526.4709 tm 0 0 0 1 k -0.004 tc -0.009 tw [((student): )18(y)91(a. w)92(ell, i think that when ther)17(e\325s mor)18(e tr)17(ees down ther)18(e)]tj -2.99632 -1.3 td 0 tc 0 tw [(ther)17(e\325ll be better homes for the bir)17(ds and chipmunks.)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 488.4709 tm 0 0 0 1 k (solomon)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 74.4902 488.4709 tm 0 0 0 1 k [((student): fr)17(ogs. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 461.0709 tm 0 0 0 1 k (grade five interview)tj 0 -2.02 td -0.022 tc (anne)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 60.7467 440.8709 tm 0 0 0 1 k -0.022 tc 0.01 tw [((interviewer): )1(oscar)74(,)-1( w)-1(h)-1(y)-1( d)-1(o)-1( t)-1(e)-1(a)-1(c)-1(h)-1(e)-1(r)-1(s)-1( t)-1(a)-1(k)-1(e)-1( y)-1(o)-1(u)-1( d)-1(o)-1(w)-1(n)-1( t)-1(h)-1(e)-1(r)16(e )1([to )1(the )1(wet-)]tj -2.37467 -1.3 td 0 tc 0 tw (land]?)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 401.8709 tm 0 0 0 1 k -0.003 tc (oscar)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 60.9482 401.8709 tm 0 0 0 1 k -0.0024 tc (:)tj 0.48505 0 td -0.002 tc -0.01 tw [(mor)18(e homes for fr)18(ogs to live and bir)18(ds and for us to learn when we)]tj -2.87987 -1.3 td 0 tc 0 tw [(get older)74(.)]tj 1.8 -2.6 td 0.02 tc 0.13 tw [(thr)18(oughout the school boar)17(d, many of the teachers and par)18(ents)]tj -1.8 -1.3 td 0.008 tc 0.117 tw (involved in my study likewise str)tj 15.62457 0 td (essed the importance of making the)tj -15.62457 -1.3 td -0.003 tc -0.01 tw [(schoolyar)18(d mor)18(e hospitable to living cr)17(eatur)18(es. they consider)18(ed evidence)]tj t* -0.005 tc -0.007 tw [(of animals hunting in, nesting in, and otherwise using the r)17(estor)18(ed sites to)]tj t* -0.001 tc -0.012 tw [(be among the most memorable moments of their involvement in pr)18(ojects.)]tj t* -0.021 tc 0.009 tw (in addition, they valued the way that habitat r)tj 19.46002 0 td (estoration opened up the very)tj -19.46002 -1.30001 td -0.02 tc 0.007 tw [(possibility of contact. while impr)18(oving living conditions for a variety of life-)]tj 0 -1.3 td -0.012 tc -0.001 tw [(forms (including human), it pr)18(ovided opportunities for 世界æ¯2022赛程表淘汰赛 to explor)18(e)]tj t* -0.009 tc -0.003 tw (and encounter butterflies, ants, caterpillars, ladybugs, amphibians, snakes,)tj t* -0.004 tw [(bir)17(ds, and flowers, and to experience, as one teacher explained, a \322sense of)]tj t* 0 tc 0 tw (space, fr)tj 3.65698 0 td (eedom, and natural wonder)tj 12.25781 0 td <2ed3>tj -14.11479 -1.3 td 0.106 tw (grade one teacher)tj 8.19574 0 td -0.0001 tc (,)tj 0.60584 0 td 0 tc (lorne dalton,)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 6 0 0 6 205.3821 223.8709 tm 0 0 0 1 k (1)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 210.5184 219.8709 tm 0 0 0 1 k 0.106 tw (who spear)tj 4.69809 0 td (headed the r)tj 5.73651 0 td 0 tw (estoration)tj -27.78644 -1.30001 td [(ef)17(fort at the case study school, articulated this perspective:)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 55 185.8709 tm 0 0 0 1 k 0.0015 tc (i)tj 0.71339 0 td 0.002 tc 0.123 tw [(think that childr)17(en tend to see their playgr)17(ound as a place for them)]tj -0.71339 -1.16667 td -0.001 tc -0.011 tw (exclusively to play on, and it\325s a barr)tj 16.09093 0 td [(e)1(n)1(,)1( )1(u)1(n)1(i)1(n)1(t)1(e)1(r)18(esting spot. i think that if)]tj -16.09093 -1.16667 td -0.002 tc [(they saw their world, and their playgr)17(ound included, as a place for them)]tj t* -0.024 tc 0.012 tw [(to shar)18(e habitat with other living things as well it would make it mor)16(e inter-)]tj t* 0 tc 0.002 tw (esting. if they could sit in bushes and see bir)tj 19.55527 0.00001 td (ds landing ther)tj 6.71449 0.00001 td (e, or see rab)tj 5.25531 0.00001 td (-)tj -31.52507 -1.16669 td -0.007 tw [(bits ar)17(ound or any other small little animals that ar)18(e in the ar)17(ea ... i think)]tj 0 -1.16667 td 0.077 tw [(that it\325s a big part for them to see that as they plant and as they cr)16(eate)]tj t* 0.01 tc 0.115 tw [(spaces for themselves that ar)18(e mor)18(e comfortable and inter)18(esting that)]tj t* -0.02 tc 0.007 tw [(other animals find it the same. )37(and i think they will get a much mor)18(e inter)-1(-)]tj t* 0 tc 0 tw [(esting and enriched life fr)18(om seeing that sort of thing.)]tj et 1 w 0 0 0 1 k 36 53.86 m 360 53.86 l s 0 0 0 0 k 36 38.9391 324 11.858 re f 36 38.902 324 11.8581 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 36 44.6589 tm 0 0 0 1 k -0.0001 tc (144)tj 32.269 0.00001 td 0 tc (anne c.)tj 4.01514 0.00001 td (bell)tj et q endstream endobj 12 0 obj << /length 5549 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 72 63 324 531 re f q /gs1 gs q bt /f2 1 tf 10 0 0 10 91 585.6709 tm 0 0 0 1 k 0.009 tc 0.116 tw [(mr)74(. dalton made considerable ef)18(fort to live this understanding of)]tj -1.8 -1.30001 td -0.018 tc 0.005 tw [(r)18(estoration with his grade one 世界æ¯2022赛程表淘汰赛 . thr)18(oughout the seasons he took his)]tj 0 -1.3 td 0 tc 0.052 tw [(class on r)18(egular outings to the r)17(estor)18(ed wetland not only to plant native)]tj 0 -1.30001 td -0.002 tc -0.01 tw [(wildflowers, but also to gather leaves, to listen and watch for bir)17(ds and to)]tj t* -0.009 tc -0.004 tw [(follow animal tracks. such excursions wer)18(e accompanied by r)18(eading, writ-)]tj 0 -1.3 td 0 tc -0.012 tw (ing, art, and storytelling activities which highlighted the natural histories)tj t* 0 tw (of particular species as well as the 世界æ¯2022赛程表淘汰赛 \325 experiences outdoors. )tj 1.8 -1.3 td 0.021 tw [(in late )37(april, when leopar)17(d fr)18(ogs, spring peepers, and various bir)18(ds)]tj -1.8 -1.3 td -0.015 tc 0.003 tw [(wer)18(e calling in the wetland, mr)73(. dalton told his 世界æ¯2022赛程表淘汰赛 about the \322strange)]tj t* -0.004 tc -0.009 tw [(noises\323 he had hear)18(d. he then pr)18(oposed that they go \322spying\323 with me to)]tj t* 0 tc -0.011 tw (find out who was making the noises. in the days that followed i went out)tj t* -0.019 tc 0.006 tw [(with several small gr)18(oups, each excited to look ar)18(ound and then r)18(eport back)]tj t* -0.001 tc -0.012 tw [(to the class. even when the noises did not captur)18(e the 世界æ¯2022赛程表淘汰赛 \325 attention,)]tj t* 0 tc 0 tw (other animal signs certainly did:)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 91 395.6709 tm 0 0 0 1 k -0.016 tc 0.004 tw [(w)92(ent out \322spying\323 behind the wetland with four kids fr)17(om lorne\325s class\321)]tj 0 -1.16667 td -0.008 tc -0.005 tw [(molly)111(, car)18(ol, john and gary)110(. )37(as with the other spy gr)17(oups, it was dif)18(ficult)]tj t* -0.007 tc -0.006 tw (to move quietly)tj 6.72803 0 td -0.0067 tc (,)tj 0.48065 0 td -0.007 tc (but they seemed to be intrigued by a number of things\321)tj -7.20869 -1.16667 td -0.0203 tc (a)tj 0.71709 0 td -0.02 tc 0.008 tw [(dead leopar)18(d fr)18(og, with its guts ripped out was their favourite. they also)]tj -0.71709 -1.16667 td -0.003 tc 0.12 tw [(liked climbing over sticks and logs and finding gr)18(oundhog holes. i let)]tj t* -0.03 tc 0.01 tw [(them each take a pictur)17(e with my camera\321the two girls took gr)17(oup pictur)18(es.)]tj t* -0.016 tc -0.004 tw [(then john took one of a gr)18(oundhog hole and gary took one of a fr)17(og in the)]tj t* -0.008 tc 0.023 tw [(water)74(. [back in class] lorne had them talk about what they saw\321> some)]tj t* 0.004 tw [(exaggeration \(or fanciful interpr)17(etation\). john talked about a fox hole and)]tj t* 0 tw [(gary talked about the live fr)17(og he took a pictur)17(e of. (field notes, may 7))]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 91 277.6709 tm 0 0 0 1 k 0.0199 tc (i)tj 0.73372 0 td 0.02 tc 0.107 tw [(was impr)18(essed with mr)74(. dalton\325s open, r)19(elatively unstr)7(uctur)17(ed)]tj -2.53372 -1.3 td -0.024 tc 0.012 tw [(appr)17(oaches to visiting the r)18(estor)18(ed ar)18(ea. it seemed to me that they contrasted)]tj t* 0.008 tc 0.116 tw (favourably with the \322hyperactivity\323 of schooling, described by david)tj t* -0.005 tc 0 tw (jar)tj 1.19477 0 td -0.008 tw (dine (1996) as \322a r)tj 7.80373 0 td (elentless r)tj 4.34784 0 td (ush fr)tj 2.5307 0 td (om activity to activity)tj 9.39874 0 td -0.0051 tc (,)tj 0.48225 0 td -0.005 tc (all in the name)tj -25.75803 -1.30002 td 0 tc 0.017 tw (of keeping the childr)tj 9.20314 0 td (en\325s inter)tj 4.08318 0 td (est\323 (p. 50). ther)tj 7.34547 0 td -0.0001 tc (e)tj 0.7455 0 td 0 tc (seemed to be an implicit)tj -21.37729 -1.30001 td 0.061 tw [(acknowledgement that wetland experiences wer)17(e, in and of themselves,)]tj 0 -1.3 td 0 tw [(\322alr)18(eady always full, alr)17(eady always enough\323 (1998, p. 97). )]tj 1.8 -1.3 td -0.012 tc -0.001 tw (during an interview with r)tj 11.626 0 td (estoration advocate and consultant edwar)tj 18.16328 0 td 0 tc (d)tj -31.58928 -1.30001 td -0.024 tc 0.012 tw [(cheskey i asked whether)74(, in his experience, teachers often took 世界æ¯2022赛程表淘汰赛 out-)]tj 0 -1.3 td -0.002 tc -0.011 tw [(side just to be ther)18(e and experien)-1(ce )1(w)-1(ha)1(t was going o)-1(n. it was unusual he)]tj t* 0 tc -0.007 tw [(r)18(eplied, \322but wonderful when you came acr)18(oss it.\323 he pr)18(eferr)17(ed it, mor)18(e-)]tj t* 0.024 tw [(over)74(, to \322a pr)18(edetermined lesson with pr)18(edictable outcomes.\323 one of the)]tj t* -0.005 tc -0.007 tw [(challenges teachers faced, however)74(, was cr)19(eating space for such moments:)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 91 100.6709 tm 0 0 0 1 k -0.005 tc (they\325r)tj 2.8572 0 td -0.0046 tc (e)tj 0.7118 0 td -0.005 tc -0.008 tw (under so much pr)tj 7.78207 0.00001 td [(essur)18(e to perform, to teach the curriculum, and)]tj -11.3511 -1.1667 td 0 tc -0.012 tw [(to get away fr)17(om the kind of intuitive teaching that so many teachers ar)17(e)]tj t* -0.009 tw (good at. they have a sense of what the kids need, and what they have to )tj et 1 w 0 0 0 1 k 72 53.842 m 396 53.842 l s 0 0 0 0 k 72 38.921 324 11.857 re f 72 38.902 324 11.8581 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 72 44.6589 tm 0 0 0 1 k (enga)tj 2.4348 0 td (ging spaces:)tj 6.50025 0.00001 td (on sc)tj 2.87963 0.00001 td (hool-based habitat restoration)tj 24.63523 0.00001 td (145)tj et q endstream endobj 13 0 obj << /length 5162 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 36 63 324 531 re f q /gs1 gs q bt /f2 1 tf 9 0 0 9 55 586.4038 tm 0 0 0 1 k 0.01 tw [(do. then they have this curriculum that gets shoved down their thr)18(oats,)]tj 0 -1.16667 td 0 tw (and they always have to be justifying it.)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 55 552.4039 tm 0 0 0 1 k -0.01 tc 0.065 tw (despite institutional constraints \(e.g., strictly mandated curricula and)tj -1.8 -1.3 td -0.023 tc 0.001 tw [(learning outcomes, lar)18(ge class sizes, tight timetabling\), the very pr)17(esence and)]tj t* -0.016 tc -0.007 tw [(pr)17(oximity of r)18(estor)17(ed ar)18(eas could cr)19(eate unexpected openings for encounter)]tj t* -0.033 tc 0.011 tw [(and awar)18(eness. )37(as an example, mr)74(. cheskey r)18(ecounted the following incident:)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 55 492.4038 tm 0 0 0 1 k -0.0131 tc (i)tj 0.56134 0 td -0.013 tc [(was filming a video [of school r)19(estoration pr)17(ojects]. ther)19(e was a boy who)]tj -0.56134 -1.16667 td 0 tc -0.001 tw [(lifted up a r)17(ock. i think he even got r)18(eprimanded for doing it, but he lift)-1(-)]tj t* -0.012 tc [(ed up a r)18(ock and ther)17(e was an ant colony underneath it. )37(and he was over-)]tj t* 0.003 tc 0.122 tw [(whelmed with a sort of joy)111(, that ther)17(e wer)18(e these things living under)]tj t* 0 tc 0 tw [(ther)17(e, and that he hadn\325t seen them befor)18(e.)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 55 426.9038 tm 0 0 0 1 k -0.003 tc -0.01 tw [(mr)74(. cheskey\325s wor)18(ds evoke, for me, a sense of the wonder that can lie)]tj -1.8 -1.3 td 0 tc 0.057 tw [(beyond mer)18(e observation. i am r)18(eminded of neil evernden\325s (1992) dis)1(-)]tj t* -0.012 tc 0 tw (cussion of what it might mean to encounter other beings \322as )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 297.8176 400.9038 tm 0 0 0 1 k -0.012 tc (other)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 317.7475 400.9038 tm 0 0 0 1 k -0.0124 tc (,)tj 0.47497 0 td -0.012 tc (as living)tj -28.54972 -1.3 td 0 tc 0.116 tw (subjects of significance,\323 rather than as \322an assortment of objects to be)tj t* 0.007 tc 0.118 tw [(observed\323 \(p. 108-1)55(1)55(1\). i am also r)18(eminded of the first time i chanced)]tj t* -0.018 tc 0.006 tw (upon a salamander in a r)tj 10.58905 0 td [(otted tr)17(ee stump. i would surmise that in lifting up)]tj -10.58905 -1.3 td 0 tc 0.048 tw [(the r)17(ock the boy uncover)18(ed mor)18(e than ants: he met with another \(aston)-1(-)]tj t* 0 tw (ishing and unsuspected\) way of being in the world.)tj 1.8 -1.3 td -0.007 tc -0.006 tw [(a)-183(sense of wonder often imbued the comments of 世界æ¯2022赛程表淘汰赛 when they)]tj -1.8 -1.3 td -0.02 tc 0.007 tw (discussed their experiences in the wetland. in the following grade five inter-)tj t* 0 tc 0 tw (view)tj 2.07568 0 td -0.0004 tc (,)tj 0.48699 0 td 0 tc -0.012 tw [(for example, a young girl\325s appr)18(eciation for the place was intermin-)]tj -2.56267 -1.3 td 0 tw (gled with amazement and curiousity about the cr)tj 21.75439 0 td (eatur)tj 2.28443 0 td (es living ther)tj 5.74096 0 td (e:)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 257.9038 tm 0 0 0 1 k (anne)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 61.7266 257.9038 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0 0 k 72 63 324 531 re f q /gs1 gs q bt /f2 1 tf 9 0 0 9 91 586.4038 tm 0 0 0 1 k 0.013 tw [(w)92(e went out and it was r)17(eally buggy)110(. seth dr)18(essed up in everything. w)91(e)]tj 0 -1.16667 td -0.002 tc -0.011 tw [(went out with a little tape r)17(ecor)17(der )1(and)-1( set it down and we just sat quiet)1(-)]tj t* 0 tc 0.002 tw [(ly ther)17(e and waited. . . . that was another experience that made my own)]tj t* -0.002 tc -0.011 tw [(childr)18(en, specifically)111(, mor)18(e awar)18(e of the envir)17(onment . . . being out in the)]tj t* 0 tc 0.011 tw [(wetland r)18(ecor)17(ding the fr)18(ogs, and just hearing them, and you r)18(ealize that)]tj t* -0.011 tc -0.002 tw [(ther)17(e\325s mor)19(e, ther)17(e\325s a lot out ther)18(e if you just want to listen. . . . )17(y)92(ou don\325t)]tj t* 0 tc 0 tw [(r)18(ealize how much life ther)18(e is.)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 91 499.9038 tm 0 0 0 1 k 0.001 tc 0.124 tw [(for ms. butler)74(, the r)17(estor)18(ed wetland pr)18(ovided a place to take time)]tj -1.8 -1.3 td -0.018 tc 0.005 tw [(out and listen to cr)18(eatur)17(es that otherwise would have escaped her attention.)]tj t* 0 tc 0.013 tw [(the event was significant to her)74(. she r)18(eferr)17(ed to it twice during the inter)-1(-)]tj t* -0.004 tc -0.009 tw [(view)92(, first when i asked her about the br)17(oader implications of the school\325s)]tj t* -0.016 tc 0.004 tw [(various planting ef)17(forts, and then again when i )1(asked her about memorable)]tj t* 0.004 tc 0.121 tw [(moments of her involvement. the importance of such outdoor experi)1(-)]tj t* -0.014 tc 0.001 tw (ences, she explained, lay in \322showing kids how important the envir)tj 28.86998 0 td 0 tw (onment)tj -28.86998 -1.3 td 0 tc [(was, and r)18(eally making them car)18(e.\323 )]tj 1.8 -1.3 td -0.002 tw [(the storyline accor)18(ding to which ms. butler)-74(\325s story unfolded figur)18(ed)]tj -1.8 -1.3 td 0.075 tw (widely in the comments of other par)tj 16.51854 0 td (ent and teacher participants in this)tj -16.51854 -1.30001 td -0.006 tc -0.007 tw [(study)111(. that storyline linked contact with and awar)17(eness of other life to the)]tj 0 -1.3 td 0 tc 0.103 tw [(possibility of honouring and nurturing r)17(elationships within the natural)]tj t* 0 tw (world. )tj et q /gs2 gs /gs1 gs q bt /f0 1 tf 10 0 0 10 200.5429 309.3038 tm 0 0 0 1 k (storied spaces )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 73 285.5038 tm 0 0 0 1 k 0.057 tw (about a month into my field work, i took a bag of ripe milkweed pods,)tj 0 -1.3 td 0 tw (gather)tj 2.81934 0 td 0.016 tw (ed fr)tj 2.06536 0 td (om a nearby housing development, to mr)tj 18.40046 0 td -0.0001 tc (.)tj 0.51583 0 td 0 tc (dalton\325s grade one)tj -23.801 -1.30001 td -0.002 tc -0.011 tw (class. because milkweed is the food sour)tj 17.75145 0 td (ce of the monar)tj 6.76892 0 td (ch caterpillar)tj 5.68006 0 td -0.0016 tc (,)tj 0.48578 0 td -0.002 tc 0 tw (mr)tj 1.26364 0 td 0 tc (.)tj -31.94984 -1.30001 td 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gs q bt /f1 1 tf 10 0 0 10 37 468.6709 tm 0 0 0 1 k (casey)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 60.8867 468.6709 tm 0 0 0 1 k (:)tj 0.48218 0 td [(y)92(a, \324cause . . . .)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 442.6709 tm 0 0 0 1 k (harry)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 61.9951 442.6709 tm 0 0 0 1 k (:)tj 0.46314 0 td (and butterflies.)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 416.6709 tm 0 0 0 1 k -0.021 tc (casey)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 59.8262 416.6709 tm 0 0 0 1 k -0.0213 tc (:)tj 0.46604 0 td (i)tj 0.55304 0 td -0.021 tc 0.009 tw (think you told us that thousands of caterpillars starve to death every)tj -3.30171 -1.3 td 0 tc 0 tw [(year)74(.)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 377.6709 tm 0 0 0 1 k (anne)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 59.2266 377.6709 tm 0 0 0 1 k -0.0001 tc (:)tj 0.49981 0 td 0 tc (that was in that book, wasn\325t it?)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 351.6709 tm 0 0 0 1 k (casey)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 60.8867 351.6709 tm 0 0 0 1 k (:)tj 0.48218 0 td -0.092 tc [(ya)-92(.)]tj -1.07085 -2.6 td -0.001 tc -0.012 tw (as these comments suggest, the grade one 世界æ¯2022赛程表淘汰赛 seemed to have a)tj -1.8 -1.3 td -0.002 tc -0.011 tw [(sense of participating, thr)17(ough their actions, in an unfolding drama. they)]tj t* 0 tc 0.039 tw [(understood that the monar)18(ch story told in class was being played out in)]tj t* -0.007 tc -0.005 tw [(their schoolyar)18(d, a landscape that was familiar to them and that they wer)17(e)]tj t* -0.023 tc 0.01 tw [(actively involved in shaping. the r)18(estor)17(ed wetland was thus a tangible place)]tj t* 0 tc 0 tw [(wher)18(e they could make sense of and r)18(espond to what they had hear)17(d. )]tj 1.8 -1.3 td -0.006 tc -0.007 tw (the monar)tj 4.7519 0 td (ch incident, like many others that i participated in or hear)tj 25.03746 0 td 0 tc (d)tj -31.58936 -1.3 td -0.001 tc -0.012 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what you think about going)tj -2.61624 -1.3 td 0 tc 0 tw (down to the wetland and planting.)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 238.8038 tm 0 0 0 1 k (betsy)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 61.7144 238.8038 tm 0 0 0 1 k ((student): it\325s fun! first of all i like animals.)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 212.8038 tm 0 0 0 1 k (anne)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 59.2266 212.8038 tm 0 0 0 1 k -0.0001 tc (:)tj 0.49977 0 td 0 tc (is it an important thing to do?)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 186.8038 tm 0 0 0 1 k (betsy/holly)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 84.9468 186.8038 tm 0 0 0 1 k (:)tj 0.48218 0 td -0.092 tc [(ya)-92(.)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 160.8038 tm 0 0 0 1 k (anne)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 59.2266 160.8038 tm 0 0 0 1 k -0.0001 tc (:)tj 0.49976 0 td 0 tc (do you think it is?)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 134.8038 tm 0 0 0 1 k (betsy)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 59.2144 134.8038 tm 0 0 0 1 k (:)tj 0.54936 0 td 0.067 tw [(y)92(a, and in my backyar)17(d we\325ve got kind of like a wetland. i saw a)]tj -2.7708 -1.3 td -0.018 tc 0.006 tw [(white-tailed deer in my backyar)17(d on christmas day)111(. w)92(e almost got him, but)]tj t* 0 tc 0 tw (we only got his tail.)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 82.8038 tm 0 0 0 1 k (anne)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 59.2266 82.8038 tm 0 0 0 1 k -0.0001 tc (:)tj 0.4998 0 td 0 tc [(oh, )18(y)91(ou\325r)18(e so lucky!)]tj et 1 w 0 0 0 1 k 36 53.86 m 360 53.86 l s 0 0 0 0 k 36 38.9391 324 11.858 re f 36 38.902 324 11.8581 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 36 44.6589 tm 0 0 0 1 k (150)tj 32.26901 0.00001 td (anne c.)tj 4.01514 0.00001 td (bell)tj et q endstream endobj 18 0 obj << /length 4962 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 72 63 324 531 re f q /gs1 gs q bt /f1 1 tf 10 0 0 10 73 585.6709 tm 0 0 0 1 k (betsy)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 95.2144 585.6709 tm 0 0 0 1 k (:)tj 0.46313 0 td (and, guess what. i could try to look for it, but . . .)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 73 558.2709 tm 0 0 0 1 k (grade five interview)tj 0 -2.02 td (anne)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 97.642 538.0709 tm 0 0 0 1 k -0.008 tw [((interviewer): what\325s the dif)18(fer)17(ence between learning about tr)16(ees in)]tj -2.4642 -1.3 td 0 tw [(books and learning about tr)17(ees in the wetland?)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 73 499.0709 tm 0 0 0 1 k -0.005 tc [(w)20(endy)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 103.8267 499.0709 tm 0 0 0 1 k -0.005 tc -0.008 tw ((student): because you can identify them by the touch, by the bark,)tj -3.08267 -1.30001 td 0 tc 0.001 tw [(by the branching, and in a book you don\325t r)17(eally get to see it so it\325s not as)]tj 0 -1.3 td 0 tw [(r)18(eal as when 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[(and we got to feel some of the bark, the leaves, and how big they wer)17(e.)]tj 1.8 -2.35 td 0.07 tw (speculating on the significance of the )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 262.1325 332.5709 tm 0 0 0 1 k 0.07 tw (telling of)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 301.8695 332.5709 tm 0 0 0 1 k 0.07 tw (animal stories, leesa)tj -22.88695 -1.3 td 0.002 tc 0.123 tw [(fawcett (1999) pr)17(oposes that it is a way of bridging the widening gap)]tj t* 0 tc 0.092 tw [(between humans and other species by r)18(emembering \322the existence and)]tj t* 0.046 tw (experience of the other\323 (p. 20) as well as the feeling and context of our)tj t* -0.002 tc -0.011 tw [(encounters. given the excitement, spontaneity)110(, and r)18(egularity with which)]tj t* 0 tc 0.102 tw (animal stories wer)tj 8.32317 0 td -0.0001 tc (e)tj 0.83058 0 td 0 tc (told to me at the case study school, i would agr)tj 21.83873 0 td 0 tw (ee.)tj -30.99249 -1.3 td (t)tj 0.50196 0 td -0.019 tc 0.007 tw (elling stories seemed to be a way of making pr)tj 19.67659 0 td (esent other animals, of won)tj 11.68869 0 td 0 tc (-)tj -31.86724 -1.30001 td 0.107 tw (dering about them, sharing a sense of their importance, and validating)tj 0 -1.3 td -0.016 tc 0.003 tw [(moments of contact. it opened up a discursive space wher)19(e those who wer)18(e)]tj t* 0 tc 0.049 tw [(drawn to their fellow beings could speak and be hear)18(d and understood.)]tj t* -0.011 tw [(that the wetland pr)17(ovided a sour)19(ce and/or catalyst for most of these sto-)]tj t* -0.017 tc 0.004 tw (ries highlighted its potential to disr)tj 14.92589 0 td (upt and transform the everyday human-)tj -14.92589 -1.3 td -0.012 tc 0 tw (center)tj 2.61723 0 td -0.001 tw (ed or)tj 2.20408 0 td (ganization of schooling. it helped to foster cir)tj 19.4443 0 td (cumstances wher)tj 7.45587 0 td 0 tc (e)tj -31.72148 -1.30001 td -0.012 tc (significant experiences within a mor)tj 15.57817 0 td (e-than-human world became available)tj -15.57817 -1.29999 td 0 tc 0 tw (for discussion at school. )tj et q /gs2 gs /gs1 gs q bt /f0 1 tf 10 0 0 10 166.2009 115.9709 tm 0 0 0 1 k (where af)tj 4.39868 0.00001 td (finities can flourish)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 73 92.1709 tm 0 0 0 1 k -0.003 tw [(w)74(riting about the possibility of r)17(eawakening for)17(gotten or dormant ties to)]tj 0 -1.3 td -0.006 tc 0 tw (natur)tj 2.3588 0 td -0.0059 tc (e,)tj 0.9546 0 td -0.006 tc -0.007 tw (janet pivnick (1997) r)tj 9.1973 0.00001 td (ecommends that teachers turn their 世界æ¯2022赛程表淘汰赛 \325)tj et 1 w 0 0 0 1 k 72 53.842 m 396 53.842 l s 0 0 0 0 k 72 38.921 324 11.857 re f 72 38.902 324 11.8581 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 72 44.6589 tm 0 0 0 1 k (enga)tj 2.4348 0 td (ging spaces:)tj 6.50025 0.00001 td (on sc)tj 2.87963 0.00001 td (hool-based habitat restoration)tj 24.63523 0.00001 td (151)tj et q endstream endobj 19 0 obj << /length 5203 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 36 63 324 531 re f q /gs1 gs q bt /f2 1 tf 10 0 0 10 37 585.6709 tm 0 0 0 1 k 0.002 tc 0.123 tw [(attention \322to the wisdom which alr)18(eady exists within each of them by)]tj 0 -1.30001 td -0.019 tc 0.006 tw [(pointing to the small incidents which ar)17(e bursting with signs of connection\323)]tj 0 -1.3 td -0.012 tc -0.001 tw [((p. 62). habitat r)17(estoration of)18(fers opportunities to do just that by validating)]tj 0 -1.30001 td -0.0001 tc (a)tj 0.86256 0 td 0 tc 0.113 tw [(participant\325s sense of appr)18(eciation for and belonging in a mor)17(e-than-)]tj -0.86256 -1.30001 td 0 tw (human world. )tj 1.8 -1.3 td -0.001 tc -0.012 tw [(for instance, several of the boar)18(d survey r)18(espondents explained their)]tj -1.8 -1.3 td 0.011 tc 0.114 tw [(involvement in r)18(estoration pr)17(ojects in terms of personal inter)18(ests and)]tj t* 0 tc -0.002 tw [(pr)17(edilections. these participants \(four teachers, one par)18(ent\) wer)18(e alr)17(eady)]tj t* -0.006 tc -0.006 tw [(sitting on envir)17(onmental committees, taking envir)18(onmental studies cours)1(-)]tj t* -0.012 tc -0.001 tw [(es, or r)18(egularly involved in outdoor activities when they began to take part)]tj t* -0.024 tc 0.012 tw [(in habitat r)17(estoration. one r)18(espondent wr)17(ote, for example, that \322bir)17(ding, gar-)]tj t* -0.011 tc -0.002 tw (dening, walking, canoeing, camping in [the] outdoors\323 had always been of)tj t* -0.016 tc 0.004 tw [(i)1(n)1(t)1(e)1(r)18(est to her)74(. habitat r)17(estoration, she explained, was a \322natural extension\323)]tj t* 0 tc 0.078 tw (of these other pursuits. )tj 10.6841 0 td [(another r)18(espondent r)17(emarked that he had been)]tj -10.6841 -1.3 td -0.022 tc 0.009 tw [(inter)17(ested in alternative landscapes as an under)19(graduate and had been look)-1(-)]tj t* 0 tc 0 tw [(ing for \322an envir)18(onment wher)17(e [he] could actively expr)18(ess this.\323)]tj 1.8 -1.3 td 0.032 tw (likewise, at my case study school, all of the adults interviewed \(one)tj 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td 0 tc 0.085 tw [(think i\325ve learned a deeper appr)18(eciation for the cycles of life, for)]tj -2.67168 -1.16667 td -0.018 tc 0.006 tw [(natur)17(e itself, for the interr)18(elationships between plants, and the animals that)]tj t* -0.02 tc 0 tw (ar)tj 0.83737 0 td (e)tj 0.69622 0 td (ther)tj 1.68451 0 td 0.007 tw [(e. )37(and i think that that has, again, deepened my r)17(esolve to continue)]tj -3.2181 -1.16667 td 0 tc -0.012 tw [(this sort of work. because i guess befor)18(e i was always, i was always r)19(eal)-1(-)]tj t* 0.037 tw [(ly inter)17(ested and loved to be outdoors, but i never r)18(eally made the con-)]tj t* 0.006 tw (nection of how important it is to . . . about values of stewar)tj 26.02363 0 td (dship, and to)tj -26.02363 -1.16667 td 0.123 tw [(r)18(eally look, look for ways that you can better develop a site so that it)]tj t* -0.009 tc -0.004 tw [(becomes habitat. )36(and i think that\325s been a very important shift in my per)-1(-)]tj t* 0 tc 0 tw (sonal development.)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 37 147.1709 tm 0 0 0 1 k 0.004 tc 0.121 tw [(mr)74(. dalton\325s wor)18(ds attest to the kind of learning described by jar)17(dine)]tj 0 -1.3 td 0.014 tc 0.111 tw [((1998), wher)18(e, thr)17(ough patient, persistent, r)17(epeated involvement, one)]tj t* 0 tc 0.005 tw (learns \322how to carry oneself in a place in such a way that the ways of the)tj t* 0 tw (place might show themselves\323 (p. 96). )tj 1.8 -1.3 td 0.024 tw (for mr)tj 3.0374 0 td -0.0001 tc (.)tj 0.524 0 td 0 tc [(dalton and for many of the participants in my study)110(, habitat)]tj -5.3613 -1.3 td (r)tj 0.3677 0 td -0.009 tc -0.003 tw [(estoration pr)18(ovided tangible places and storied spaces wher)18(e af)18(finities for)]tj -0.3677 -1.3 td -0.011 tc -0.002 tw (their fellow beings could flourish. thr)tj 16.33369 0.00001 td (ough their involvement they became)tj et 1 w 0 0 0 1 k 36 53.86 m 360 53.86 l s 0 0 0 0 k 36 38.9391 324 11.858 re f 36 38.902 324 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mor)18(e-than-human world in terms of distance, detachment, abstrac-)]tj t* 0 tc 0 tw [(tion, and contr)18(ol. )]tj et q /gs2 gs /gs1 gs q bt /f0 1 tf 10 0 0 10 220.6735 473.0709 tm 0 0 0 1 k (notes)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 6 0 0 6 73 453.2709 tm 0 0 0 1 k (1)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 79.5988 449.2709 tm 0 0 0 1 k -0.0001 tc (i)tj 0.6966 0 td 0 tc 0.11 tw [(use pseudonyms for participants to help ensur)18(e confidentiality)111(. one)]tj -1.35648 -1.3 td 0 tw [(exception is edwar)18(d cheskey whose published work i quote. )]tj et q /gs2 gs /gs1 gs q bt /f0 1 tf 10 0 0 10 188.4604 401.6709 tm 0 0 0 1 k (acknowledgements)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 73 377.8709 tm 0 0 0 1 k 0.001 tc (i)tj 0.71289 0 td 0.124 tw [(would like to thank connie russell, jerry demar)18(co, and four anony-)]tj -0.71289 -1.3 td -0.018 tc 0.005 tw (mous r)tj 2.9807 0 td (eviewers for their editorial suggestions. i gratefully acknowledge the)tj -2.9807 -1.3 td -0.002 tc -0.011 tw [(financial support of the social sciences and humanities resear)19(ch council)]tj t* 0 tc 0 tw (of canada.)tj et q /gs2 gs /gs1 gs q bt /f0 1 tf 10 0 0 10 185.1279 304.2709 tm 0 0 0 1 k (notes on contributor)tj -11.21279 -2.38 td -0.018 tc 0.006 tw (anne bell)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 119.6305 280.4709 tm 0 0 0 1 k -0.018 tc 0.006 tw [(teaches in the faculty of envir)17(onmental studies, )18(y)92(ork university)111(.)]tj -4.66305 -1.3 td -0.011 tc -0.002 tw (this article is based on part of her phd thesis entitled \322storied experiences)tj -0.0001 tc (of)' 1.12865 0 td 0 tc 0 tw (school-based habitat restoration.\323)tj et q /gs2 gs /gs1 gs q bt /f0 1 tf 10 0 0 10 209.0085 219.8709 tm 0 0 0 1 k (references)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 73 198.5709 tm 0 0 0 1 k (abram, d. (1996). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 145.4307 198.5709 tm 0 0 0 1 k (the spell of the sensuous)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 234.9253 198.5709 tm 0 0 0 1 k -0.0001 tc (.)tj 0.49981 0 td 0 tc (new )tj 2.37593 0 td (y)tj 0.57519 0 td (ork: pantheon books.)tj -21.44263 -1.16667 td 0.001 tc 0.124 tw [(bell, )37(a.c. & russell, c.l. (1999). life ties: disr)9(upting anthr)17(opocentrism in lan-)]tj 2 -1.16667 td -0.016 tc 0.004 tw [(guage arts education. in j.p)128(. robertson (ed.), )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 263.0189 177.5709 tm 0 0 0 1 k -0.016 tc 0.004 tw [(t)111(eaching for a tolerant world)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 365.6821 177.5709 tm 0 0 0 1 k -0.016 tc 0.004 tw (\(pp. 68-)tj -30.52023 -1.16667 td 0 tc 0 tw (89\). urbana, illinois: national council of t)tj 18.67212 0 td (eachers of english. )tj -20.67212 -1.16667 td -0.009 tc -0.004 tw [(bell, )37(a.c., russell, c.l., & plotkin, r. (1998). envir)19(onmental learning and the study)]tj 2 -1.16667 td -0.0002 tc (of)tj 1.12853 0 td 0 tc 0 tw (extinction. )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 145.0901 146.0709 tm 0 0 0 1 k [(journal of envir)18(onmental education)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 277.3105 146.0709 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 281.8105 146.0709 tm 0 0 0 1 k (29)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 290.8105 146.0709 tm 0 0 0 1 k ((2), 4-10.)tj -24.20117 -1.16667 td -0.001 tc -0.012 tw [(cheskey)110(, e. (1996). whatever happened to the \322wild\323 in kids\325 lives? )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 341.668 135.5709 tm 0 0 0 1 k -0.001 tc -0.012 tw [(gr)17(een t)110(eacher)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 392.7518 135.5709 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 91 125.0709 tm 0 0 0 1 k (47)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 100 125.0709 tm 0 0 0 1 k (,)tj 0.49993 0 td (16-17.)tj -3.4999 -1.1667 td [(cof)18(fey)110(, )37(a. (1996). t)90(ransforming school gr)18(ounds. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 264.439 114.5709 tm 0 0 0 1 k [(gr)17(een t)110(eacher)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 315.688 114.5709 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 320.188 114.5709 tm 0 0 0 1 k (47)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 329.188 114.5709 tm 0 0 0 1 k (,)tj 0.49992 0 td (7-10.)tj -28.9653 -1.1667 td 0.008 tc 0.117 tw (egan, k. (1997). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 141.6799 104.0709 tm 0 0 0 1 k 0.008 tc 0.117 tw (the educated mind: how cognitive tools shape our understanding)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 392.7527 104.0709 tm 0 0 0 1 k (.)tj -33.5281 -1.1667 td [(chicago: university of chicago pr)18(ess.)]tj -2 -1.1667 td -0.02 tc 0.007 tw (evernden, n. (1992). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 153.1148 83.0709 tm 0 0 0 1 k -0.02 tc 0.007 tw [(the social cr)18(eation of natur)18(e)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 250.1417 83.0709 tm 0 0 0 1 k -0.0201 tc (.)tj 0.46731 0 td -0.02 tc 0.007 tw [(baltimor)18(e: johns hopkins university)]tj -18.1497 -1.1667 td 0 tc 0 tw [(pr)17(ess.)]tj et 1 w 0 0 0 1 k 72 53.842 m 396 53.842 l s 0 0 0 0 k 72 38.921 324 11.857 re f 72 38.91 324 11.858 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 72 44.6667 tm 0 0 0 1 k [(enga)10(ging spaces:)-278(on sc)9(hool-based habitat restoration)-9805(153)]tj et q endstream endobj 21 0 obj << /length 9255 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 36 63 324 531 re f q /gs1 gs q bt /f2 1 tf 9 0 0 9 37 586.4038 tm 0 0 0 1 k -0.01 tc -0.003 tw [(f)-1(a)-1(w)-1(c)-1(e)-1(t)-1(t)-1(,)-1( )-1(l)-1(.)-1( )-1(\()-1(1)-1(9)-1(9)-1(9)-1(\))-1(.)-1( )36(animal stories and the str)8(uggle against for)17(getting. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 306.569 586.4038 tm 0 0 0 1 k -0.009 tc -0.003 tw (pathways: the)tj -27.95211 -1.16667 td 0 tc 0 tw (ontario journal of outdoor education)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 194.6143 575.9038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 199.1143 575.9038 tm 0 0 0 1 k -0.055 tc (11)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 207.6199 575.9038 tm 0 0 0 1 k ((2), 19-20.)tj -18.95777 -1.16667 td -0.001 tc -0.012 tw [(fawcett, l. (2000). ethical imagining: ecofeminist possibilities and envir)18(onmental)]tj 2 -1.16667 td 0 tc 0 tw (learning. )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 92.571 554.9038 tm 0 0 0 1 k [(canadian journal of envir)18(onmental education)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 262.0352 554.9038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 266.5352 554.9038 tm 0 0 0 1 k (5)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 271.0352 554.9038 tm 0 0 0 1 k (,)tj 0.49995 0 td (134-149.)tj -26.50386 -1.16667 td -0.008 tc -0.004 tw [(jar)18(dine, d. (1996). \322under the tough old stars\323: meditations on pedagogical hyper-)]tj 2 -1.16667 td 0.02 tc 0.178 tw [(activity and the mood of envir)18(onmental education. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 279.5686 533.9038 tm 0 0 0 1 k 0.02 tc 0.178 tw (canadian journal of)tj -24.95207 -1.16667 td 0 tc 0 tw [(envir)18(onmental education)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 149.2341 523.4038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 153.7341 523.4038 tm 0 0 0 1 k (1)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 158.2341 523.4038 tm 0 0 0 1 k (,)tj 0.49993 0 td (47-55.)tj -13.97039 -1.16667 td -0.002 tc -0.011 tw [(jar)18(dine, d. (1998). bir)17(ding lessons and the teachings of cicadas. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 286.5106 512.9038 tm 0 0 0 1 k -0.002 tc -0.011 tw (canadian journal of)tj -25.7234 -1.16667 td 0 tc 0 tw [(envir)18(onmental education)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 149.2341 502.4038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 153.7341 502.4038 tm 0 0 0 1 k (3)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 158.2341 502.4038 tm 0 0 0 1 k (,)tj 0.49993 0 td (92-99.)tj -13.97039 -1.16667 td (koh\207k, e. (1984). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 106.1721 491.9038 tm 0 0 0 1 k (the embers and the stars)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 195.8206 491.9038 tm 0 0 0 1 k -0.0001 tc (.)tj 0.49977 0 td 0 tc [(chicago: university of chicago pr)18(ess.)]tj -18.1465 -1.16667 td -0.014 tc 0.001 tw [(lambert, )37(a. (1999). shifting paradigms: the heart in r)17(estoration education. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 323.3203 481.4038 tm 0 0 0 1 k -0.014 tc (ecological)tj -29.81337 -1.16667 td 0 tc (restoration)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 96.981 470.9038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 101.481 470.9038 tm 0 0 0 1 k (17)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 110.481 470.9038 tm 0 0 0 1 k ((3), 126-135.)tj -8.16456 -1.16667 td 0.121 tw [(maceachr)18(en, z. (1995). why and how i tell stories. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 248.7861 460.4038 tm 0 0 0 1 k 0.121 tw (pathways: ontario journal of)tj -21.53179 -1.16667 td 0 tw (outdoor education)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 125.3894 449.9038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 129.8894 449.9038 tm 0 0 0 1 k (7)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 134.3894 449.9038 tm 0 0 0 1 k ((5), 6-9.)tj -10.82104 -1.16667 td -0.004 tc -0.008 tw [(nabhan, g.p)128(. (1997). cultur)18(es of habitat: on natur)17(e, cultur)17(e, and story)111(. w)92(ashington)]tj 2 -1.16667 td 0 tc 0 tw (d.c.: counterpoint.)tj -2 -1.16667 td -0.008 tc -0.004 tw [(o)1(r)1(r)74(, d.w)92(. (1992). )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 103.9143 418.4038 tm 0 0 0 1 k -0.009 tc -0.004 tw (ecological literacy: education and the transition to a postmodern world)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 356.7474 418.4038 tm 0 0 0 1 k (.)tj -33.52749 -1.16667 td [(albany: state university of new )17(y)92(ork pr)18(ess.)]tj -2 -1.16667 td 0.02 tc 0.194 tw [(payne, p)129(. (1997). embodiment and envir)18(onmental education. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 302.0084 397.4038 tm 0 0 0 1 k 0.02 tc [(envir)18(onmental)]tj -27.44538 -1.16667 td 0 tc (education resear)tj 7.02661 0 td (ch)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 126.4023 386.9038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 130.9023 386.9038 tm 0 0 0 1 k (3)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 135.4023 386.9038 tm 0 0 0 1 k ((2), 133-153.)tj -10.93359 -1.16667 td 0.013 tw [(pivnick, j. (1997). )37(a)-208(piece of for)18(gotten song: r)17(ecalling envir)18(onmental connections.)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 55 365.9038 tm 0 0 0 1 k (holistic education review)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 151.8071 365.9038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 156.3071 365.9038 tm 0 0 0 1 k (10)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 165.3071 365.9038 tm 0 0 0 1 k ((4), 58-63.)tj -14.25634 -1.16667 td -0.01 tc (raf)tj 1.45464 0 td -0.003 tw (fan, j. (2000). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 101.8673 355.4038 tm 0 0 0 1 k -0.01 tc (natur)tj 2.43433 0 td -0.0097 tc (e)tj 0.61659 0 td -0.01 tc (nurtur)tj 2.70437 0 td -0.003 tw [(es: investigating the potential of school gr)18(ounds)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 322.0482 355.4038 tm 0 0 0 1 k -0.0094 tc (.)tj 0.47807 0 td (t)tj 0.51157 0 td -0.01 tc (or)tj 0.904 0 td (onto:)tj -31.56567 -1.16667 td 0 tc [(ever)18(gr)17(een foundation.)]tj -2 -1.16667 td -0.009 tc -0.003 tw [(russell, c.l. (2000). pr)18(oblematizing natur)17(e experience in envir)17(onmental education:)]tj 2 -1.16667 td 0 tc 0.004 tw (the interr)tj 4.08981 0 td [(elationship of experience and story)111(. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 234.7524 323.9038 tm 0 0 0 1 k 0.004 tw (journal of experiential education)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 356.7505 323.9038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 55 313.4038 tm 0 0 0 1 k (22)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 64 313.4038 tm 0 0 0 1 k ((3), 123-128, 137.)tj -3 -1.16667 td -0.01 tc -0.003 tw [(scott, j.w)92(. (1992). experience. in j. p)129(. butler & j. w)91(. scott (eds.), )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 281.4096 302.9038 tm 0 0 0 1 k -0.01 tc -0.003 tw (feminists theorize the)tj -25.15663 -1.16667 td 0 tc 0 tw (political)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 86.3989 292.4038 tm 0 0 0 1 k [((pp. 22-39). new )17(y)92(ork: routledge.)]tj -5.48877 -1.16667 td 0.011 tw [(shapir)18(o, e. (1995). restoring habitats, communities, and souls. in t)75(. roszak, m.e.)]tj 2 -1.16667 td 0.125 tw [(gomes, & )37(a.d. kanner (eds.), )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 181.7983 271.4038 tm 0 0 0 1 k 0.125 tw (ecopsychology: restoring the earth, healing the)tj -14.0887 -1.16667 td 0 tw (mind)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 76.2541 260.9038 tm 0 0 0 1 k ((pp. 224-239). san francisco: sierra club.)tj -4.36157 -1.16667 td -0.011 tw [(stewart, d. & mickunas, )37(a. (1990). )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 175.3552 250.4038 tm 0 0 0 1 k -0.011 tw (exploring phenomenology)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 272.6501 250.4038 tm 0 0 0 1 k -0.011 tw [((2nd edition). )37(athens:)]tj -24.18334 -1.16667 td 0 tw [(ohio university pr)18(ess.)]tj -2 -1.16667 td 0.017 tc 0.108 tw [(w)92(eston, )37(a. (1996). deschooling envir)18(onmental education. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 281.3208 229.4038 tm 0 0 0 1 k 0.017 tc 0.108 tw (canadian journal of)tj -25.14676 -1.16667 td 0 tc 0 tw [(envir)18(onmental education)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 149.2341 218.9038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 153.7341 218.9038 tm 0 0 0 1 k (1)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 158.2341 218.9038 tm 0 0 0 1 k (,)tj 0.49993 0 td (36-46.)tj -13.97039 -1.16667 td 0.059 tw [(whittey)110(, )37(a. (1997). w)92(ays of seeing: restoration and the per)17(ception of landscape.)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 55 197.9038 tm 0 0 0 1 k (restoration & management notes)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 179.708 197.9038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 184.208 197.9038 tm 0 0 0 1 k (15)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 193.208 197.9038 tm 0 0 0 1 k ((1), 67-73.)tj et 1 w 0 0 0 1 k 36 53.86 m 360 53.86 l s 0 0 0 0 k 36 38.9391 324 11.858 re f 36 38.902 324 11.8581 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 36 44.6589 tm 0 0 0 1 k -0.0001 tc (154)tj 32.26901 0.00001 td 0 tc (anne c.)tj 4.01513 0.00001 td (bell)tj et q endstream endobj 22 0 obj << /nums[0<>] >> endobj 23 0 obj << /type/encoding /differences[32/space 45/hyphen 58/colon 65/a/b/c 69/e/f 72/h 77/m/n/o/p 82/r/s/t 87/w 97/a/b/c/d/e/f/g/h/i 107/k/l/m/n/o/p 114/r/s/t/u 119/w/x 142/eacute] /baseencoding/macromanencoding >> endobj 24 0 obj << /subtype/type1c 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