Eco-poetic Inquiries to inspire Eco-literacy

Practices of Joyful Connection to Earth

Authors

  • Dr. Andrejs Kulnieks University of Saskatchewan

DOI:

https://doi.org/10.20360/langandlit29765

Keywords:

eco-literacy, eco-justice education, eco-poetic inquiry, language arts, critical literacy

Abstract

In my research I explore how practices of eco-poetic inquiry can support learners in developing ecological literacy by deepening their relationships with the Earth. Using examples from courses I teach in language and literacies at the secondary level in a teacher education program in Saskatchewan, I examine how eco-poetic practices also foster joy in this learning. Engaging with eco-poetic inquiries that ask students to describe the connections they have with local environments is a way of asking them to re-examine the relationships they have with the more than human world that may lead to restoration.

Author Biography

Dr. Andrejs Kulnieks, University of Saskatchewan

Andrejs Kulnieks is an Assistant Professor with the Curriculum Studies Department at the University of Saskatchewan. His research interests include literacies, eco-poetic inquiry, curriculum theory, language arts, environmental education, and eco-arts informed practices. His co-edited book with Dan Longboat and Kelly Young (Eds.) is entitled Contemporary Studies in Environmental and Indigenous Pedagogies: A curricula of stories and place.

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Published

2025-06-13

How to Cite

Kulnieks, A. (2025). Eco-poetic Inquiries to inspire Eco-literacy: Practices of Joyful Connection to Earth. Language and Literacy, 27(3), 167–174. https://doi.org/10.20360/langandlit29765

Issue

Vol. 27 No. 3 (2025): Special Issue: Language and Literacies as Joyful Possibilities

Section

Articles

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