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Unit 3

As a university student who loves nature, I have spent many hours hiking, exploring parks and marvelling at the beauty of our planet. As lucky as I am to be able to experience these things, not everyone experiences nature the same way I do. Privilege: the often unspoken advantages that come with factors like race, socioeconomic status or physical ability. Privilege plays a huge role in shaping how people access and interpret the natural world. For this post, I will define privilege as the systematic advantages that some people have, often at the expense of others, because of their identity or circumstances.

Hiking 'The Chief' in Stawamus Provincial Park, British Columbia.

One of the most prominent ways that privilege shows up in nature is in access. Growing up in a middle-class neighbourhood, I had the luxury of nearby parks, trips and a school science program with many outdoor opportunities. But not everyone has these opportunities. Many marginalized communities face barriers like the lack of green space or inadequate transportation to outdoor areas. Without easy access, it can be hard to build a connection with nature, and this connection is often the first step in caring about environmental issues. There is also the issue of feeling safe in outdoor spaces. As a woman, I have had many moments walking around alone where I have felt uneasy. Although, this may be amplified if one does not live in a very safe neighbourhood or does not have someone available to accompany them outdoors. The outdoors should belong to everyone and everybody should feel safe to explore the world around them, yet these unfortunate circumstances can make that very difficult.

Privilege also plays a huge role in environmental education and how people learn about nature. Schools in wealthier areas tend to have better-funded science programs, field trips and extracurricular activities that can introduce students to the love of nature. Meanwhile, students in underfunded schools might miss out on these experiences entirely. This uneven field means that some kids grow up with the tools and the mindset to engage with nature on a deeper level, while others do not.

Another layer of privilege that I think is very interesting as an immigrant living on Indigenous soil is our western and Eurocentric mindset of nature interpretation. I am glad that more people are shedding light on the Indigenous knowledge systems that have existed for millennia. These Indigenous perspectives offer valuable insights into ecological balance and stewardship, but are often treated as an afterthought rather than a pillar of environmental science.

I think that loving nature means wanting everyone to have the chance to experience and love it too. Privilege affects who gets that chance, but by recognizing and working to omit these disparities, we can create a world where everyone feels welcome in the outdoors!

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Unit 2

My ideal position in the field of environmental interpreting would be in a natural setting, creating a connection between the natural environment and diverse audiences. It would entail a dynamic mix of outdoor education, guided tours and interactive workshops, hopefully inspiring both an understanding and love of the natural world in others.

I would love to be located in a biodiverse area by the ocean, such as a wildlife sanctuary or coastal reserve. I have always had an intense love of marine life and biology. These settings offer rich learning environments and unique ecosystems that are not native to Ontario. I'd love to expand my horizons and provide immersive educational experiences in these settings, that I would love to become familiar with.

In this role, I envision leading a variety of educational programs that can cater to different age groups and learning styles. Guided nature walks can focus on the flora, fauna and geological features of the area, offering a unique hands-on experience. I could run interactive workshops with topics ranging from conservation techniques to sustainable living habits. This would emphasize environmentally friendly changes that participants could implement into their daily lives. Collaborating with local communities and establishments could be a great way to bring people together while restoring habitats or implementing eco-friendly initiatives. Lastly, social media can be used in a variety of ways to reach a wider audience and share related content.

To excel in this role, a combination of technical, interpersonal and creative skills will be essential. To start, a deep understanding of ecological principles, local biodiversity and conservation practices are crucial. This learning would be continuous, needing to stay updated on current and changing environmental issues. The ability to convey complex environmental concepts in an engaging and accessible manner is also vital. This would require all communication skills, including speaking, writing and listening skills. Proficiency in digital tools would also be a critical skill when creating and editing content for social media, websites and advertisements. This would help to expand the impact and reach of the educational programs. Lastly, building relationships with community members, stakeholders and team members will require active listening, empathy and collaboration skills.

In conclusion, my ideal role as an environmental interpreter would be a fulfilling combination of education, conservation and community engagement. This would allow me to combine my passion for the environment with my skills in communication and my desire to educate others. In this position, I could inspire others to foster a deeper appreciation and commitment to the environment. This vision will guide my efforts as I continue to develop my expertise and work towards making a meaningful impact in the field!

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Blog Post #1

My relationship with nature has always been strong throughout my life. From childhood adventures in diverse landscapes, to a deeper understanding of nature's role in cultural heritage, my connection with the natural world has grown stronger over time. The textbook discusses the concept of "a sense of place", which resonates deeply with my experiences and personal growth.

As a child, I had the privilege of exploring various natural environments through family trips to Mexico, Greece, Florida and Cuba. Each of these destinations offered unique landscapes and ecosystems that fostered my early love for the outdoors. In Mexico, I was taken aback by the beautiful cenotes and vibrant marine life. On the other hand, the ancient ruins added a historical dimension to my appreciation of nature. Greece showed me the rugged beauty of the Mediterranean coastlines. Florida is where I learned about the delicate balance of ecosystems, from the beaches to the everglades.

These wonderful experiences cultivated a deep interest and connection with nature and the mystery behind the parts of nature that I don't yet understand. Being outside has always been a source of joy and comfort for me, whether it is hiking through a forest in northern Ontario, relaxing by the sea or simply enjoying a walk in my local park. Nature has offered me a place of peace and reflection, away from the hustle of everyday life.

My understanding of nature's importance has grown through both personal experiences and educational insights. The concept of a "sense of place" described in the textbook underscores how individuals develop meaningful connections with their environment. For me, this sense of place has been shaped by the interactions I've had with many diverse kinds of nature. Each location that I have visited has contributed to my appreciation of the relationship between nature and culture.

Key figures in my life have also played a significant role in nurturing this connection. For example, my parents encouraged a love for the outdoors by organizing trips and exposing me to different settings. Their enthusiasm for exploring new places placed in me a curiosity and respect for the environment. Teachers and friends have also further enriched my understanding by introducing me to the cultural significance of nature in different parts of the world, and its role in shaping human history.

As I reflect on my journey, I recognize that my relationship with nature is dynamic and evolving. The more I learn and engage with the natural world, the more I feel connected to it. This ongoing exchange with nature will continue to inspire and educate me. It will reinforce the idea that the environment is not just something lovely to look at, but a significant part of our identity and heritage.

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Disclaimer

This blog was created for Olivia Reid, as a student of the 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.