Blog Post 10
Describe your personal ethic as you develop as a nature interpreter. What beliefs do you bring? What responsibilities do you have? What approaches are most suitable for you as an individual?
My core beliefs as an environmental educator stem from the concept of fun and equality. Reflecting throughout my growth in this course and how I’ve been able to define my experiences in environmental interpreting, I realized that what is important to me is how we can use enjoyment to build deeper connections with nature. Initially, when I started this course, I always assumed I would continue my role as a nature interpreter, working with summer camp-age kids and taking them to national parks to experience the beauty of nature and hard work or simply getting them outside and being active. However, while learning more about the different ways to interpret nature and the various challenges presented to other individuals, my goals have changed.
I have always had an incredibly strong opinion of what is fair. When I was younger, I struggled because so many inherent aspects of life simply weren’t fair. As an adult and a nature interpreter, I realize now that I can use that sense of fairness to bring about change. I was always aware of my privilege when I was younger, but only in growing up did I realize I was so much more privileged than I previously thought. I grew up in a house with a backyard, a park nearby, a ravine within walking distance, and parents who encouraged my siblings and me to explore nature and ask questions. Even more so, I realized my privilege in attending a summer camp where I was required to go to Algonquin Park and take a canoe trip. It taught me fundamental skills and beliefs like the ability to swim, the mindset that I can do hard things and that physical and emotional discomfort is often temporary and rewarding.
These experiences shape who I am and how I approach problems in life. It was also incredibly fun. This is a part I often forget when sharing my experiences in nature. Not only did I learn a lot about myself and the environment, but I did so because I was having fun. This realization made me realize that the most important lessons I’ve learned in nature have stayed with me because they are tied to memories of joy and laughter. I am so incredibly grateful for these experiences and now want to be able to bring them to more kids. Most of my peers I experienced nature with were financially stable, white, and from emotionally stable and supportive homes. Not everyone has those blessings, but that shouldn’t prevent them from experiencing nature like I did.
When I think of my responsibilities as an interpreter, I believe it is essential to acknowledge that we deal with kids who have been denied the same experiences we have. They spent their formative years in a pandemic surrounded by screens and the anxiety of being outside. They also have to fight with the dopamine addictions that screens bring in comparison to the joy of being outside. That is where I believe you have to work with kids and not against them. For them to want to be outside, it has to be fun. My responsibilities as a nature interpreter is to facilitate fun activities they can do while they learn: scavenger hunts and games where they learn about nature but can still compete. Sneaking in lessons while they learn new skills. Prompting them to think and reflect about nature while doing outdoor activities you know they enjoy.
Reflecting on the times I’ve been acting as a nature interpreter for kids, I haven’t fully reflected on how my experience differs from there. When I worked with kids who were born in the pandemic, I didn’t consider the deficits they would have. Many were terrified of being dirty, and some didn’t even know how to play tag. It was a baffling experience but an important one. At the time, I was simply shocked by the fact that they didn’t know tag, a game that I don’t even remember learning but made me run around in nature. Now, thinking on that, it makes me reflect even further on how to almost “dumb down” my basic approaches to getting kids involved in nature.
Looking back now, my style of interpretation has been very much focused on kids with a similar background as me. Many kids don’t know how to swim especially if they live in lower-income areas in the city. They don’t have access to similar experiences to my own, like going to Algonquin Park, and potentially don’t have parks or nature around them. In the future, I am going to tailor my interpreting with a more basic approach that explains more of the fundamentals of nature instead of what I assume they already know.
Hi,
Your reflection was very informative and I loved how you incorporated the role of fun and fairness into nature interpretation. The recognition of privilege really resonated with me and your desire to create equitable access to nature is such a vital aspect of environmental education.
One point that I found myself pondering about was the pandemic and how it affected children growing up. It's true that their experiences were limited to screens and how it has shaped them in such a unique way. Your approach to adapting activities that fit their needs is very inspiring as it reflects your commitment to accessibility and also the joy in learning.
When you mentioned working with children that didn't know how to play tag it really got me thinking about how we take reconnecting with children on a foundational base for granted. How do you think that as interpreters we should balance teaching those basic skills while also fostering a sense of connection to nature?
Lastly, your intentions to shift to a more inclusive approach is a wonderful takeaway. It reminds me that interpretation isn't just about sharing knowledge with others but creating an opportunity where everyone feels welcome. I'd love to hear more ideas and strategies that you are considering to engage with kids from different backgrounds and how to stay true to the fun and equity aspect which guides your ethics.
