Unit 10 Blog Post: Nature Interpretation's Role in Environmental Sustainability
As we conclude ENVS*3000, we are asked to reflect on our time learning about the nature interpretation discipline - and we have learned SO much! Sometimes this has been a little dizzying, particularly learning about the challenges modern interpreters face. Between the increasing presence of technology in our lives, dominating our days with “screen time”, and the decreased prevalence of outdoor education in schools due to liability risks, we are seeing less and less time spent by individuals in the natural world (Beck et al., 2018, Chapter 21, p. 466; Rodenburg, 2019).
We are reminded by Rodenburg (2019) however, that even as the state of the world appears to change so profoundly, hope remains for environmental educators to continue building strong connections between the public and nature. Looking towards my future, I like to ask myself: “What role do I play?”.
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PERSONAL RESPONSIBILITIES
As I develop into the role of nature interpreter, it is important to reflect first on what this entails. The definition of interpretation is multifaceted and different to varying groups but, it ultimately revolves around the task of educating and inspiring an audience through programming that exposes them to cultural, historical, and natural elements of a site (Beck et al., 2019, Chapter 1, p. 5-6). No matter how we define interpretation, there are a number of responsibilities which accompany interpretation, including: connecting individuals to the significance of their surroundings, providing value to the recreational time of an audience, meeting mandates or bringing in funds for site initiatives and ultimately ensuring we leave our audience in a better state than when they came to us (Beck et al., 2018, Chapter 1, p. 9-12).
When I think about the role of an interpreter, I most strongly connect with the notion that interpreters serve as agents of change, who inspire and educate in such a way that promotes critical thought, and can lead to strong action to address a particular issues (Beck et al., 2018, Chapter 5, p. 99-100).
What often gets left out of the discussion however, is the responsibility of nature interpretation to connect with diverse audiences, particularly underserved communities which have historically been excluded from such efforts. As we work towards creating a social environment in which the truths of privilege and power dynamics are evident to all, educators must take on the responsibility of understanding their own relationships with privilege, in order to create educational spaces that do not discriminate against individuals on the basis of their race, religion, age, ability, or any other form of differences that have subjected people to unjust bias and prejudice over the course of human history (Gallavan, 2005).
Nature interpretation is a beautiful discipline, which has the ability to teach people so much, give value to leisure and recreation, enhance our ability to find meaning in our surroundings, while also serving societal benefits in health and security (Beck et al., 2018, Chapter 3, p. 42-50) but, it only works if it works for everyone. As I move forward in this field, I am reminded that it is my responsibility to ensure it does just that.
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But, where DO I see myself in this field?
Over the course of the semester, we have discussed numerous approaches one can take to interpret nature. Interpreters may use outdoor dramas, written works of poetry and storytelling, online services such as blogs or websites, music, visual art works such as painting or cinematic animation, and so much more (Beck et al., 2018, Chapter 10, p. 221-229) - in Unit 4 I even argued that modern fashion can be used as an interpretive effort.
When I think about my future as an environmental educator, I am reminded of my beliefs for what give interpretation its value: progressive interpretation, which focuses on interpreting to audiences in such a way that they are able to experience personal growth in their skills and their perception of a topic, free-choice learning, wherein individuals voluntarily choose to participate in interpretive efforts, and a focus on re-establishing “Vitamin N”, or increasing the amount of time people spend outside in nature (Beck et al., 2018, Chapter 5, p. 91; Falk, 2002). These beliefs have shaped much of my past choices for working in interpretation. For instance, as a zookeeper at Jungle Cat World, I had the opportunity to teach people valuable lessons on plant and animal identification which they could hone in their personal lives, while also working on voluntary outreach initiatives where people could choose to accompany me on park tours, all the while getting my audience out and moving in the natural environment of the park throughout the day. Below is an example from one of our programs on invasive species, where we introduced wild-caught red-eared sliders, an invasive turtle species to Ontario, into our outdoor enclosure.
While my heart is still certainly centred on a wildlife-based career, I know zookeeping isn’t the way forward for me. If you recall back to my Unit 2 discussion, I’ve even considered a future in museum education but, I’m still not convinced that would be just right either. No, more and more I’ve been interested in a career in environmental/wildlife policy. Now I know what you might be thinking: “Woah, Trennon! That doesn’t sound like nature interpretation to me!”. But, if that is the case for you, I’d ask you to consider why not.
Nature interpretation is a discipline which seeks to educate and inspire for a purpose. Working to influence policies can do just that, by using my background in wildlife and environmental science to help persuade decision-makers and voters to design policies that are in the best interest of the environmental, social, and economic spheres. This sort of profession utilizes all the skills of an interpreter: communication, research, creative presentation of information, and more.
One of the most exciting opportunities of working in a policy field to me would be the incorporation of interpretation through citizen science, which is a strong exemplifier of progressive interpretation, as it allows for the non-professional members public to develop and utilize skills in environmental studies that actually contribute to the decisions being made (Merenlender et al., 2016).
ENVS*3000 has been an eye-opening course, which has revolutionized what I thought nature interpretation could ever be. More so, it has allowed me to find my own footing that will launch me forward into my environmental career, and I could not be more thankful.
It has been a lot of fun keeping up this blog over the semester, and I am grateful for every minute of it!
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Beck, L., Cable, T.T., Knudson, D.M. (2018). Interpreting Cultural and Natural Heritage for a Better
Falk, J.H. (2002). The contribution of free-choice learning to public understanding of science.
Retrieved March 19th, 2023 from URL: http://ve.scielo.org/scielo.php?script=sci_arttext
&pid=S0378-18442002000200003
Gallavan, N. P. (2005). Helping teachers unpack their “invisible knapsacks.” Multicultural Education
(San Francisco, Calif.), 13(1), 36–36.
Merenlender, A.M., Crall, A.W., Drill, S., Prysby, M., & Ballard, H. (2016). Evaluating environmental
education, citizen science, and stewardship through naturalist programs. Conservation Biology, 30(6), 1255–1265. https://doi.org/10.1111/cobi.12737
Rodenburg, J. (2019). Why environmental educators shouldn’t give up hope. Clearing, Journal of
Environmental Education in the Cascadian Bioregion. Retrieved March 19th, 2023 from URL: https://clearingmagazine.org/archives/14300