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Hi Anna,

Your blog post for unit three was super interesting to read, thank you for sharing! I really like your working definition of privilege and your description of how it influences our perspective as interpreters. Similarly, I also reflected on my experiences on outdoor trips growing up. While I never went on any canoe trips, I have been on quite a few camping ones. I think that growing up with these experiences funded for us definitely alters our perception of nature and gives us a bias that others may not have. It is very important to consider that we grew up with opportunities that many did not while trying to interpret nature. 

I also really like that you mentioned educational privilege. I am also in the marine and freshwater biology program and have been able to gain a deeper understanding of aquatic systems while gaining hands-on experience in labs and the field. This alters my perspective of the natural world and provides me with a knowledge about it that not everyone has access to. Due to this I think it is super important to consider our educational privilege when communicating ideas about the natural world to our audience. I agree with you that understanding that education is a privilege will better allow us to make nature inclusive and accessible in the future. All of this will hopefully lead to more meaningful and personal experiences for those that we are interpreting for. 

Once again, I really enjoyed reading your post and cannot wait to see your blogs in the next several weeks.

Have a great weekend,

Francesca :)

Blog Post 3: What role does “privilege” play in nature interpretation?

Nature interpretation is more than just educating people about the environment; it involves connecting diverse audiences to the natural world. Privilege plays a major role in shaping who gets access to these experiences and how we, as interpreters, communicate with our audiences. I view privilege as the advantages people may have due to factors like race, class economy, or education. These factors can influence who has more opportunities to experience nature and take on roles as interpreters. 

Privilege is often invisible, as described by Peggy McIntosh’s concept of the "invisible backpack." This backpack contains resources like education, economic stability, access to outdoor spaces, and even something as fundamental as time. When I think back to my experiences with canoe tripping, I realize that my ability to spend extended periods in the wilderness came from multiple aspects of privilege. I had access to the necessary equipment, the time away from other obligations, and many years of canoe-tripping experience to gain knowledge to navigate these environments. In addition, my supporting parents covered my camp costs. For others, these opportunities might not be as accessible. What was a chance for me to connect with nature could be a distant possibility for someone without the same resources.

In nature interpretation, this matters because we often assume that everyone experiences the outdoors the same way. For example, I’ve had the privilege of growing up with access to canoe trips, fostering a deep connection to the wilderness. However, someone who has never been exposed to nature in this way, due to financial constraints or a lack of exposure to outdoor education, might not have had the same opportunity. As interpreters, it’s our responsibility to understand that our audience comes from various backgrounds, and our interpretations should reflect this diversity.

This extends to more than just material privilege. Educational privilege also plays a role. Education has greatly expanded my knowledge in the Marine and Freshwater biology program, offering me a deeper understanding of ecology, biology, chemistry, etc., and the complex dynamics in these courses. This academic foundation shapes how I perceive and communicate environmental issues. For instance, when I discuss the importance of protecting marine ecosystems from climate change, my insights are influenced by the complex knowledge I’ve gained through school. However, I also recognize that not everyone has access to this level of education. Understanding that my education is a privilege allows me to approach my interpretations with a focus on making them more inclusive and accessible to a broader audience, ensuring that complex issues are communicated in a way that everyone can grasp.

By acknowledging the layers of privilege that influence both the interpreter and the audience, we can create more meaningful and inclusive nature interpretation experiences. My experiences on canoe trips were transformative for me, but not everyone has access to such opportunities. As interpreters, we need to account for the diverse backgrounds and barriers that people may face. Understanding these differences helps us bridge the gap between our audience and the natural world, ensuring that everyone has the chance to connect with nature, regardless of the invisible backpacks they carry.

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Unit 3 Blog Post

What role does “privilege” play in nature interpretation? Please include your working definition of privilege.

As nature interpreters our goal is to connect with an audience to communicate the wonders of the natural world while educating about specific aspects of our environment. It is very easy to get wrapped up in our learning/teaching styles and ideas for new ways to be an interpreter. However, when all of our focus is on how to best communicate our knowledge, it may be even easier to forget to consider privilege (which is a privilege in itself). In my opinion, privilege is defined as the advantages given to a person based on their race, gender, orientation, class, education level, and other factors. Notice the use of given in the previous sentence. Privilege is not something that people work for but something handed to them by society. When we fail to consider the effects of privilege on people's perspectives, we are failing to be proper interpreters.

As discussed in Unit 3 of this course, and as Peggy McIntish suggested, every person has an “invisible backpack” that we carry around every day. Invisible backpacks are basically our tool kits for getting through life. All of our privilege is held in them and can be used as needed for an easier life. While reading through this chapter of our course I was able to take some time to reflect on my invisible backpack and the privilege that I have. 

Growing up I always had access to nature through summer camps, camping trips, vacations, and kayaking on the river near my house. I realize that all of these are opportunities provided to me by privilege as not everyone has the ability to attend camps, have access to kayaks and camping supplies, and vacations. I grew up with parents that were able to fund these opportunities who also shared similar interests for the outdoors. Due to this, nature was always accessible to me. This is not the case for everyone though,  which is where privilege in nature interpretation comes into play. 

Because of my privilege, I was able to grow up with perceptions and experiences with nature that not everyone has. Privilege influences the way we see the world. When interpreting nature we must be sure to make things accessible for everyone so that everyone has the same opportunities to experience it. It is important to consider the experiences that each member of our audience has had in order to be as inclusive as possible. For example if we were to lead a camping trip for a group of teenagers; Maybe some have grown up going camping with their families multiple times a year, and maybe some have never been in a tent. Obviously the first-time campers are going to be more apprehensive and maybe even intimidated by the whole experience which could make them feel isolated on the trip. It is our job as interpreters to take the time and make sure everyone is comfortable no matter their experience level. 

The effects of privilege can be very clearly seen in the experiences that people have had with nature. While interpreting nature it is crucial to consider this in order to make a positive learning environment for everyone involved.

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Hi Layal,

I really enjoyed reading your post and completely agree that combining a passion for nature with your specific learning style is a great recipe for success as a nature interpreter. I think cultivating a sense of curiosity and responsibility is very important when it comes to nature. The more interested people are in nature the more they will care about it and treat it with respect. The more education we can provide about the benefits and wonders of our natural planet, the more people will take care of it which will in turn allow it to continue thriving. 

I think your idea of leading guided hikes while incorporating different teaching methods is wonderful! It is great that you are able to relate your own personal likes and dislikes to your ideal role as a nature interpreter, such as listening to music while hiking (which I also love by the way). Additionally, you mentioned that you would create detailed illustrations of local plants and animals, do you enjoy drawing? That would be another great way to incorporate what you like into your role as a nature interpreter. Maybe even leading nature art courses or something along those lines. Anything that keeps the audience engaged and interested is key, but it’s even more special if it is coming from something that we already love doing. 

Anyways, thank you so much for sharing! I really enjoyed reading your post and the images you provided as examples. I cannot wait to read your future posts. Have a great day!

 Francesca Belaire

Unit 02 Blog Post

The role of an environmental interpreter connects people with nature by transforming complex ecological concepts into easily understandable and engaging experiences. In my ideal role as an environmental interpreter, I would combine my passion for nature with my tactile learning style to inspire others, whether they share a similar way of learning or are seeking new ways to connect with the environment around them on a deeper level. When I was younger, we made frequent field trips to local parks and nature reserves which involved us collecting sap, identifying species of fungi and doing scavenger hunts for different leaf shapes. From my own personal experience, those were the most memorable and informative trips that I apply to my university level ecological courses to this day. 

Article describing the benefits of tactile learning and hands-on activities in education.

As an environmental interpreter, I aim to cultivate a sense of curiosity and responsibility towards nature. In this role, I envision myself working in local parks and leading hands-on educational programs for visitors of different ages and interests. As an example, instead of explaining the role of trees in an ecosystem, I could lead participants in planting a tree themselves. This would allow them to feel the soil and understand the importance of planting depth and soil composition. They would also gain a deeper appreciation for how trees contribute to the biodiversity of a forest and habitat creation. An activity like this helps turn a complex ecological concept into a more easily understood memorable experience.

Crawford Lake Conservation Area, a local park I am most familiar with for my ideal environmental interpreter role.

As a tactile learner, I feel as if my learning style is a combination of both visual and auditory learning styles. In this case, incorporating different teaching methods will help cater to different learning styles and create a more inclusive and engaging learning environment. For example, I enjoy listening to music and going on long hikes. I could lead visitors on guided hikes and during these hikes, incorporate different teaching methods to account for the different learning styles to keep visitors engaged. For visual learners, I could create detailed illustrations of local flowers, trees and animals for them to spot and for auditory learners, I could set up a podcast that they could listen to that

Tree planting diagram for visual learners

To be an effective interpreter, one must possess a set of key skills. Having strong communication is essential to explain complex topics in a way that is engaging and understandable. Another important skill is adaptability. Different methods of teaching should be used with different audiences who may have different interests. As an interpreter, it is important to be aware of how visitors may respond to the experience based on their body language, their level of interest and listening to their questions. If I notice that the visitors have taken a particular interest in a specific aspect, I could incorporate more interactive activities and dive deeper into related topics. This allows for a more responsive and engaged audience by creating a personalized learning experience.

Through encouraging visitors to engage with nature by a hands-on approach and being attentive to the interests of the audience, I believe I can inspire others to care for and protect our environment by creating educational and meaningful experiences, encouraging them to be active members in their community.

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Unit 2 Blog Post

Describe your ideal role of environmental interpreter. What might it entail? Where might it be? What skills might you need? (Keep these all-in mind as you begin to work on your assignments – tailor these to that ideal job!)

Environmental interpreters work to create a connection between nature and the target audience (the public) by adapting to suit the needs of the audience. As we have learned in Unit 2: Teaching Learners, there are a few different learning styles that must be catered to in order to successfully convey our message. My ideal role as an environmental interpreter would be one where I get to be hands on and in the field. After taking the “What’s Your Learning Style?” quiz, I determined that I am mainly a tactile and visual learner (they were tied for first), with auditory being not far behind. I clearly benefit from a mix of the three but have noticed that I do better when I am actually doing, as opposed to just hearing or talking about doing something. Due to this, I think I would be most successful as an environmental interpreter if I got to be able to show the things I am talking about.

Hands-on learning in the field!

I enjoy getting to connect with people and since I have previous experience as a camp counsellor, I think my ideal role as a nature interpreter would be to run some sort of children's programming in local parks, bodies of water, or nature centres. I would be able to lead guided walks and prepare activities for the audience to do so that it is not just listening to me speak for however long. Potential examples of this would be planting seeds and growing our own plants in a community garden, using nature to create art (which is a very common camp craft), trying to identify bird calls, and completing nature scavengers hunts in the area. This would allow me to be the best interpreter that I can since I am playing to my strengths as a tactile and visual learner. I would however need some adaptability skills to cater to those that may prefer auditory learning. I would have to work on public speaking and making sure that all the information I am conveying is correct. My ideal role as an interpreter would be to help foster a love for nature in impressionable minds so that more and more kids grow up with an appreciation and interest for our surroundings. 

Example of a nature activity. Accessed on September 18, 2024 from https://fridaywereinlove.com/nature-scavenger-hunt/

Some additional skills that may be beneficial here would be creativity and organization. I would need to be able to come up with new and creative ideas that pertain to the environment and conditions we are in. Being able to think of fun activities to do in each season would be key as trying to identify flowers would not work very well in the winter. Additionally, being organized is always an important skill to have but I feel like it is even more necessary when outdoors. Depending on the location of the park we may be quite a while away from cars and buildings so I would need to have everything I needed for the program ready to go. 

All in all I would be very happy being a nature interpreter anywhere that lets me be outdoors doing hands-on activities.

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(originally posted in replies before deadline, sorry I am still trying to figure out Tumblr)

Hi Alexandra,

I really enjoyed reading your post and learning about your relationship with nature. I actually relate to your experience quite a bit as I also grew up going to camps. I went as a kid then volunteered for a few years and eventually worked there for four more. So I have had my fair share of outdoor time at camps! I think most of my favourite experiences actually came from being a camp counsellor there as opposed to a camper as I got to see the appreciation for nature form in the eyes of many kids at camp. I think it is so important to form a positive bond with nature at a young age because as we have learned by reading all these blog posts, our connections to nature are always evolving. It is nice to be able to look back and see how much it has changed since being a child.

I think it is so cool that you have been able to work in conservation areas around Niagara. I bet you have had many profound experiences being out in nature that often, especially if Niagara is close to home. I feel like it is always so much more personal to see the beauty of the outdoors when it is nearer to where we live. Don’t get me wrong traveling and exploring is amazing but something about seeing the environments that surround us everyday is a bit more special to me. I feel like it can be easy to get swept up in our lives and not appreciate the natural beauty around us sometimes. What do you think? 

I hope you have a great weekend and enjoy this course!

Thanks again for sharing, 

Francesca Belaire

Unit 01 - My Relationship With Nature

My love for nature has undoubtedly always been present throughout my life.

In my earlier years of life, I remember nature as simply a place to have fun and explore. I remember how much my mom enjoyed taking me on hikes and to parks, but as a child I had yet to understand and develop a deeper meaning attached to it. It was simply something that existed outside of me, not as much something that I was connected to on more than a physical level. I absolutely loved being in nature as a kid, and I was outside often and I am so grateful to have those memories today.

Moving forward into my teenage years, I had started attending a summer camp and went on to do volunteer work as an older teen. This camp is where my relationship with nature had deepened significantly. We were outside constantly at camp, and I quickly realized my relationship with nature had become much more than physical. Spending such a large amount of time in nature, I realized the comfort it brought me and how much I actually valued my time in it. For me it had such a impactful calming and grounding effect and I began to understand that my relationship with nature had become so much more than just physical. My time at camp deepened my love for the outdoors so greatly and I’ll never forget that. My favourite part was gathering with everybody in the evening for a campfire with the view of hills, horses, and trees behind us.

Evenings at summer camp.

More recently, my relationship with nature has further grown through my work in conservation areas throughout Niagara. I began to learn more about species, plants, conservation practices and nature preservation and was able to tie it with my own schooling at the University of Guelph. I had realized nature truly is all around us and the increasing importance it has had throughout my life. This is where the concept of “a sense of place”, as mentioned in our textbook, is something I had come to recognize through the guidance and teachings of others. Working in conservation areas, I had mentors passionate about the deep importance of the natural world, and all their work revolved around protecting nature that they loved so deeply. These mentors instilled in me a deep appreciation for natures more emotional gifts at the parks I worked at and I found this newfound sense of place to continue to remind me of my appreciation wherever I go, it is why I am so connected with protecting nature today.

Sunset view at one of the parks I worked at.

In working through numerous environmental and biological classes at the University of Guelph, I understand that nature is so much more than a backdrop to our lives. My classes have helped me understand the complexity and interconnectedness of all living organisms and environments and I have become fascinated with these topics.

Today, my relationship with nature is one of love and gratitude. It is still evolving, but I now see nature as not only a source of adventure, but as a crucial part of my mental and physical well-being. I also find that my sense of place has expanded beyond the parks of where I work. With the knowledge from my classes, I know just how connected nature is throughout the entire world and the deep importance of protecting it and it is something I want to help protect for the rest of my life.

Alexandra

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Unit 1 Blog Post

Describe your current relationship with nature. How has this developed/evolved? Who offered you “a sense of place,” as described in our textbook?

My current relationship with nature is a very positive one that has been formed through years of outdoor experiences. Growing up in Toronto provided me with less opportunities to connect with nature as opposed to living in a more rural area, but I always found a way. When I was a kid I would spend my summers at city camps where I would regularly go on walks, play games, and make crafts revolving around the woods nearby. I could always be found picking flowers or chasing chipmunks to try and keep as a pet, and eventually ended up rescuing an abandoned baby chipmunk with my dad (so my childhood dreams came true). Nature was always something that I found interesting but my appreciation for it has definitely evolved since I was a child. As a kid I think I was probably just fascinated by the pretty colours and cute fuzzy animals but overtime nature has become much more for me. I believe that my appreciation for nature evolved similarly to how my camping trips did growing up. Originally my family would set up a tent in the backyard and my brothers and I would find extreme joy in sleeping “outside” for a night. Since then, I have been lucky enough to go camping at many different national and provincial parks in Ontario. Just before this semester started I actually ventured out of Canada and visited Yosemite National Park in California.

Me in Yosemite!

I always find a lot of peace in being “unplugged” from my phone and just sitting or going on walks through the woods seeing what I find. I think it has something to do with stepping into a community where everything works in harmony to create a functional ecosystem. Something about hearing the leaves ruffle as a bird hops through and seeing squirrels stopping to have a drink in a pond nearby exudes a sense of calm. I have also this year realized just how drawn I am to the ocean, which has made me notice how strong my relationship with nature actually is. As mentioned, I traveled to California and saw the Pacific Ocean. Earlier in the summer though I actually went to New Brunswick for work and spent two weeks by the Atlantic Ocean. Being in the marine and freshwater biology program at the University of Guelph has allowed me to learn a lot about the water systems on the planet, but it was nothing in comparison to being close to it. 

Views from New Brunswick

My “sense of place” was definitely formed by my parents growing up. As mentioned earlier I spent summers camping with my mom. She has a big passion for being outdoors birdwatching, kayaking, and camping, and I have inherited many of those traits. I am very grateful that opportunities have always been provided for me to connect with nature by my parents both growing up and currently (I went to Yosemite with my mom). I am also very happy with my choice to study biology in school as I learn more about nature every day. I feel immense happiness and calm when out in nature and hope to live by an ocean in the future to continue my positive relationship with the great outdoors.

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Disclaimer

This blog was created for the ENVS3000 course at University of Guelph. 

The opinions expressed here represent my own and not those of the University of Guelph. 

The University of Guelph is not responsible for the accuracy of any of the information supplied by this blog.