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This paper reflects on the process of developing a pedagogy that uses experiential learning and disruption in environmental education practice to challenge students to develop critical thought. We examine our practice with university students in an "Environment and Culture" course, and focus on the processes that can transform disruption into an opportunity. We recognize that creative disruptions may not only be valuable to students, but also provide an opportunity for instructors to critically assess teaching practices. Bringing together the course content (critical environmental thought) with pedagogical theory and practice, we present the unfolding of an environmental pedagogy which aims to create symmetries between course content, our teaching methods, and student learning. (Contains 1 note.)

Preservice educators engaged in experiential, place-based learning through a semester-long assignment in which they observed a specific place in Central Park in Manhattan, New York, and kept a nature journal. The assignment was organized around two pivotal elements: direct, sensory experience and time in place. Both elements added vital dimensions to learning in unanticipated ways. Ultimately, students cultivated naturalist skills, realized the potency of the nature journal as a tool for environmental and geographic education, and made a pedagogical discovery that the learning process is more important than the end product. (Contains 4 notes.)

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Copyright of Canadian Journal of Environmental Education is the property of Canadian Journal of Environmental Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Several papers written for a symposium on feminist animal studies are presented. Topics and questions addressed by the authors include the ethical and political aspects of animal studies, should all animal scholars be vegan, why animals studies would benefit from a feminist perspective, and whether the increasing interest in animals studies has been good for animals.