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In the late-2000s, Washington, DC achieved national notoriety for its embrace of market accountability in public schools and support for a steadily expanding charter sector. At the same time, the DC government pursued a concerted effort to attract new residents and investment to the city, a project that bore fruit in the form of some of the highest levels of gentrification in the country. Most of the research exploring intersections between charterization and gentrification has focused on the school choice decisions of gentrifier parents and school enrollment patterns. This paper illuminates the geography of opening and closing schools in DC--both charter and District-operated--between 1997 and 2017 and describes the intersection of those processes with patterns of gentrification and neighborhood change across the city. A detailed description of how this played out in one gentrifying neighborhood supplements the citywide analysis.

Schooling has been a site of harm for Indigenous people in settler colonial contexts, as a tool of dispossession, assimilation and separation from country and kin. However, schools have simultaneously been sites to work against this and build alternatives to settler colonial systems that nourish Indigenous futures. This article centers the connections between Indigenous labour, land, sovereignty and schooling. It focuses on the Strelley mob's innovative remodelling of schooling during the first phase of national Australian government policies of Indigenous self-determination and self-management between 1972 and 1983. Working with Indigenous-authored texts and oral histories, I explain how the Strelley mob and supporters worked to exploit and reshape schooling to bring together and sustain their communities on their land, developing a practice of local control over repossessed country with an Indigenised schooling system at the heart. I show how the tensions centred on five 'zones of contest' where the Strelley mob clashed with norms of settler state governance in schools. I suggest these zones - political economy; school sovereignty; knowledges, technologies and temporalities; language and linguistic power; and spaces and lands - may provide an analytical tool for situating contests over Indigenous schooling within wider contests over land, labour and sovereignty.

This article traces the state takeover and neoliberal reconstruction of a mid-size urban school district in the California Bay Area. Aligning with research on social networks in school reform, it identifies three organizational nodes of power operating within the takeover and post-takeover landscape: venture-philanthropic capital, the Teach for America organization, and a local intermediary organization that acted as a hub for the capital and labor flowing from these organizations. Their story demonstrates the concrete ways in which an increasingly globalized funding and policy network converged at the district level in order to implement a unified policy agenda. The network's role in school politics, real estate, and gentrification provides a template for the transnational work of school reformers and their role in creating the neoliberal 'global city.'

By reflecting on the research journey in an ethno-case study, this study attempts to identify the potential and limitations of critical realist grounded theory (CRGT) that hitherto remain unsubstantiated. My research sought to uncover how a Cambodian NGO's rights-based approach fostered people's transformative learning (TL) towards claiming their rights to development and how various structures influenced the extent of their TL. CRGT enabled the elucidation of the stratified realities, particularly land grabbing that influenced people's TL, through the abduction and retroduction processes. However, using CRGT--which treats people's meaning-making as a point of departure--and progressively focusing on the structures through the same processes led to the lack of empirical data on the structures. Therefore, I suggest some measures to overcome this issue.

We argue that gentrification is school pushout by a different name, displacing Black children and families through multiple modes of hypersurveillance, invisibility, criminalization, and disposability. We share vivid frontline experiences as Black women educators and a Jewish American woman educator while foregrounding the multiple ways in which we advocate "for" and "as" Black educational stakeholders to placemake through research, community engagement, and activism. Additionally, we posit the ways in which gentrification functions as a nuanced, complex carceral state that fuels neighborhood and school pushout in a historic Black Southwest Atlanta community by weaving how "turnaround" schools function as carceral spaces for Black students, teachers, and families through policies and practices. To accomplish this, we share narratives of our quotidian lives with housing and urban education reform practices outlining how an urban education reform agenda in a majority Black city intersects with urban renewal/negro removal, highlighting how profiteers conveniently misuse narratives of Black suffering and Black educational deficits. As "both" protectors of "and" penalized alongside Black children in a carceral school state - as residents and teachers - we are doubly impacted by gentrification and urban education reform and "marginalized by association." yet we persist by affirming our commitment to a path of freedom in the midst of our beloved communities shifting and coddling social and material capital possessed by gentrifiers.

This study utilized decennial United States census data from 1970 to 2010 to examine the effects of university anchor institution initiatives on gentrification in multiple cities across the country. Using a difference-in-differences approach, a gentrification composite variable for census tracts targeted by anchor initiatives is compared to the composite for similar tracts within the same city, providing plausibly causal estimates of the relationship between gentrification and the initiatives. There is evidence university anchor initiatives slow rates of gentrification, though the statistically negative effect is not large enough to override the larger trends in gentrification across time. Additionally, financial strategies tend to slow gentrification the most, while physical strategies may accelerate gentrification.

This article uses interviews of long-standing neighborhood residents' sentiments of university expansion into their community. These data provide persuasive empirical evidence for the need of urban anchor institutions to include as an integral component of their campus reopening efforts, intentional plans for reducing the disruption of housing patterns of permanent residents. The term "COVID exposure" has come to signify not only the potential to succumb to the virus, but it also implies the revealing of inequities in systems that impact the effects of the crisis within Black and Brown communities. Every sector of U.S. society has been impacted by COVID-19, and it has required a paradigm shift in our interactions with one another. Academic institutions are enacting robust de-densification efforts which will stimulate dramatic shifts in the off-campus housing needs for students, but they stand the chance of displacing or further disadvantaging the long-standing residents who reside outside of their campus border. Universities must use reopening plans as an instrument to change the trajectory of relationships they hope to cultivate with their long-standing neighbors, through renewed engagement efforts that integrate lessons from the past and that seek to build stronger neighborhoods by challenging housing inequity and housing inequality.

Background: As gentrification transforms the physical, cultural, and demographic character of urban landscapes, an expansive body of research has generated insights into the meanings and implications of this process for public schools. How school leaders facilitate or constrain school gentrification is a growing area of inquiry. Research Design: This article analyzes the literature on school gentrification and presents a conceptual model to frame how school leaders' responses influence the trajectory of school transformation. Results: Drawing on 18 studies of school gentrification's dynamics, we outline how school leaders communicate and market schools to families, cultivate school climates, and manage personnel and resources amid gentrification. Conclusions: We argue that school leaders play critical roles in gentrification processes and that their actions can interrupt or exacerbate inequities in gentrifying schools. We conclude with implications for policy, research, and practice.

Community-based, Judaism-intensive action groups (Hebrew: Gar'inim Toraniim--GTs) are religiously motivated to settle in Israeli development towns, seeking to narrow social gaps through education. However, their influence has never been fully clarified. This study is grounded in the theory of educational gentrification and introduces the concept of Faith-Driven Gentrification. Until now research has lacked voice from local people forced to face the intervention of settlers driven by religion and their influence on urban school systems. The findings, based on institutional data and in-depth interviews, show that GTs alter the structure of educational systems and the dominant educational ethos. They drive achievement and strict religiosity; nevertheless, their actions impair disadvantaged groups and opponents of their religious lifestyle, intensifying segregation. By giving voice to these communities, this study claims that despite gentrifiers' commitment to social justice in urban communities, they harm longtime residents through indirect displacement, fueled by religious and ethnic elitism.

This study examines often-overlooked youth perspectives on the sociospatial changes happening in a community experiencing Black displacement, mass Latinx immigration, and impending gentrification. To date, studies of complex urban change rarely consider the ways in which young people perceive and produce place differently from adults. Drawing on Critical Race Spatial Analysis and related literature, this critical phenomenological study centers the experiences youth of color living and learning in South Central Los Angeles. In doing so, this article draws on walking interview data from a larger place sensitive study. This study found that youth of color in South Central derive keen, intersectional insights into the dialectical relationship between the social and the spatial just by living their lives. They learn to "read the world" around them and in doing so, develop complex understandings of the sociospatial phenomena that surrounds them. The article concludes with a call to value the intellect of urban youth in research and public policy.

This case study investigated how three New York City schools responded to gentrification's effects as student demographics shifted. I used the conceptual framework of "urban school leaders as cultural workers" to examine the tensions, successes, and challenges inherent in the school gentrification and integration process. I found that each school leader defied the school gentrification narrative by "holding the line" in terms of preserving diversity, cultivating integration, and counterbalancing the opportunity hoarding behaviors of White, advantaged parents. The results have implications for urban school leaders who want to be agents of change by leveraging gentrification's effects into positive results.

This paper explores the process of developing a continuing education program for tribal land professionals working in tribal land offices across the United States. Born from discussions surrounding the need to professionalize careers in tribal land offices, the National Tribal Land Association developed a certification program for land office staff and tribal citizens interested in careers in tribal land offices. This program consists of 12 courses ranging from beginning/foundation courses to advanced/applied courses in land management and planning, land acquisition, general realty, and real estate practices and procedures.

While the literature on the experiences of working-class Students of Color at selective, historically White institutions has grown significantly over the past twenty-five years, how this student population is making sense of their social class identity as they gain access to dominant cultural and social capital at their institutions remains heavily understudied. To further complicate the experience of social class transitions or upward mobility for working-class Students of Color, this literature review will discuss the phenomenon of gentrification, a racial and class based process in which the inner city is redeveloped for the tastes of the middle-class while simultaneously displacing working-class populations. Through an analysis of past studies on working-class Students of Color and gentrification, I intend to tie these two threads of research together to examine what it means to be a college educated, upwardly mobile, native of a working-class gentrifying neighborhood. In doing so, this paper will bridge a gap in both working-class Students of Color and gentrification literature, highlighting the importance of race and class in both higher education and in urban life.

Largely overlooked in the empirical literature on gentrification are the potential effects school closures have in the process. This study begins to fill this gap by integrating longitudinal data on all U.S. metropolitan neighborhoods from the Neighborhood Change Database with data on the universe of school closures from the National Center for Educational Statistics. We found that the effects of school closures on patterns of gentrification were concentrated among black neighborhoods. School closures increased the probability that the most segregated black neighborhoods experienced gentrification by 8 percentage points and increased the extent to which these neighborhoods experienced gentrification by 0.21 standard deviations. We found no evidence that school closures increased the likelihood or extent that white or Latinx neighborhoods experienced gentrification. Substantive conclusions were consistent across multiple measures of gentrification, alternative model specifications, and a variety of sample restrictions and were robust to a series of falsification tests. Results suggest school closures do not simply alter the educational landscape. School closures are also emblematic of a larger spatial and racial reimagining of U.S. cities that dispossesses and displaces black neighborhoods.

The prevailing argument for school choice in metropolitan cities has been that children from economically disadvantaged communities need opportunities to access better quality schools than the traditional public schools assigned to them based on their address. However, as these cities experience gentrification, more economically advantaged parents are taking advantage of school choice policies for their children -- despite already living in the catchment zones for highly desirable traditional public schools. This study explores the intersection of community and school gentrification and the motivations for supporting and participating in the school choice process for parents in Washington, D.C., a highly gentrified city with a robust school choice landscape. Leveraging a relatively robust school choice system, the author interviewed 25 professional-class, low-income, and working-class parents in Washington, D.C. who completed applications for the citywide school lottery. The findings show that parents have vastly different priorities when choosing schools, depending largely on race, class, and whether they are a gentrifier or native Washingtonian. The findings reveal contradictions between the stated values and the actions among White professional-class parents, a pursuit of equality of conditions for low-income and working-class Black parents, and tensions between gentrifying and native parents in communities as gentrification changes the complexion and culture of schools.

A paradox exists between capital accumulation and corporate philanthropy: a record number of 'generous' donations and historic levels of social inequality. In education, tech companies are directing significant investments to shape public schools. Many efforts to support Latino boys are aligned with these goals, as interventions aim to prepare students for the 'new economy.' Few studies consider the experiences of high-performing Latino boys in relation to tech companies. This paper examines how the Bay Area tech industry, gentrification, and displacement impact the lives of high-performing Latino boys. We draw from an ethnographic study conducted by the first author in the Bay Area of Northern California. This paper shows the way students develop an understanding and actively protest their racialized predicament (i.e. resistance logics), while learning skills to acquire jobs in the tech economy that often appears to perpetuate this racialization (i.e. market logics).

The economic and environmental significance of school land policy in the United States has yet to be imagined, let alone systematically studied, by scholars. Although the fact that Congress allocated shares of public lands to the support of schools beginning in the 1780s is well known, historians have not adequately assessed the impacts of that policy. No one has seriously posed the question of how such policies figured in the history of resource extraction, capital accumulation, and economic development. What difference did it make that federal policy tied school funding to the sale of billions of acres of public land or to the direct lease of such lands to timber, mining, and livestock interests--historical arrangements that survive today through much of the U.S. West? Drawing on state-by-state accounts of the terms of school land disposition and the record of Congressional debates over school land policies, this article advances an argument about the relationship between nature, education, and political economies of U.S. state formation, laying the groundwork for assessing more fully the consequences of that relationship.

Much of the language at academic conferences is purely metaphorical, so it is important to understand the cultural-historical significance of the metaphors used in constructing organizational gatherings, especially the metaphor invoked by the town hall meeting. Town halls/meetings were spaces where members gathered for democratic rule in a particular geopolitical space that was stolen, settled, and colonized. They often excluded women, indigenous people, and people of color. In using this name, then, Literacy Research Association (LRA) engages in settler colonialism in as far as it is considered "townish" and aspires to recreate the metaphorical essence of town meetings. However, the historic interconnectedness of LRA, the town hall, and settler colonialism can be upended. In fact, LRA can reimagine the entire concept of the town hall and create new metaphors upon which to base the gatherings. This article departs from the idea of the town hall, and it also departs from the traditional structure of academic papers. Specifically, this article highlights position statements written by five scholars who embody numerous social and individual identities. In each statement, the scholars discuss their ideas for the future of LRA--their concerns and their hopes. Additionally, the article includes symbolic sketches of LRA members to represent the people who are often muted within the organization. Essentially, we, the authors, begin an imagining process as we speculate on what LRA meetings can look like when marginalized voices speak out not only about their questions and concerns but also about their solutions.

Research in the neighborhood effects tradition has primarily concerned itself with understanding the consequences of growing up in high-poverty neighborhoods. In recent years, however, the in-migration of relatively affluent households into disinvested central city neighborhoods--commonly referred to as gentrification--has markedly risen, transforming the racial, socioeconomic, and institutional composition of many urban neighborhoods. This article examines what existing literature reveals about what these changes mean for children's academic achievement, with particular attention paid to the impacts of gentrification-induced changes to the social ecology, institutional composition, residential stability, and environmental conditions of urban neighborhoods. The final section proposes a rigorous interdisciplinary research agenda for advancing this budding field of education research.

It has been argued that white middle classes act in the best interest of their offspring, even when these actions clash with their values. In urban contexts, parents often do this by avoiding ethnically diverse educational settings. Drawing on 35 interviews, this article aims to gain a deeper understanding of the school-choice process of white gentrifiers going against a dominant, white middle-class norm by selecting an ethnically mixed school in the context of Ghent (Belgium). Making use of critical race theory, it is suggested that, although these white gentrifiers have in their actions gone against the grain, they have done less so in their motives, as these are permeated by instrumental reasons.

Racial and socioeconomic stratification have long governed patterns of residential sorting in the American metropolis. However, recent expansions of school choice policies that allow parents to select schools outside their neighborhood raise questions as to whether this weakening of the neighborhood-school connection might influence the residential decisions of higher-socioeconomic-status white households looking to relocate to central city neighborhoods. This study examines whether and the extent to which expanded school choice facilitates the gentrification of disinvested, racially segregated urban communities. Drawing data from the Decennial Census, the American Community Survey, the National Center for Educational Statistics, and the Schools and Staffing Survey, this study finds evidence that college-educated white households are far more likely to gentrify communities of color when school choice options expand. In particular, the expansion of school choice increases the likelihood of gentrification by up to 22 percentage points in the most racially isolated neighborhoods of color--more than twice the baseline likelihood for such communities.

The National Council for the Social Studies (NCSS or Council), established in 1921, was buffeted by demands for change in the late 1960s and early 1970s. From its birth, this professional association had served as a "big tent" for various social studies constituencies, disciplines, and philosophical orientations. It was a "stable," "solid," and "traditional" organization, which fostered consensus rather than providing dynamic leadership for the social studies field. As the Council approached the half-century mark, there was a growing frustration with the association's establishment that paralleled the societal discontent of this period. This article presents a critical decision in the history of the National Council for the Social Studies.

The article presents analysis of the epistemological, pedagogical and methodological processes and dilemmas that unfolded during our efforts to transform the conceptions and understandings of our participants' thinking about ways of managing land-related conflicts. The paper reports our evaluation of the thinking and perspectives that guided our interventions and how we dealt with the situational challenges we encountered. It reports what we did to emerge out of the dilemmas we encountered in our efforts to help others think over and learn from their situations. The educative value of our efforts and encounters for other similarly situated practitioners and change agents will be stated at the end. We emphasise the educative potential of establishing links between contexts and thinking processes toward transformative and critical learning.

Access to land is a common obstacle for beginning farmers and established farmers seeking to expand their operations. Particularly in urban-influenced areas, leasing farmland is often more financially feasible than fee ownership. Locating available land or the right leasing situation, however, can be difficult. NJ Land Link (http://njlandlink.org) is a new interactive website created to improve access to farmland and farming opportunities in New Jersey. The website allows farmland owners to list characteristics of their properties and terms of availability (e.g., sale, lease). Individuals seeking farmland or farm work opportunities can post their farming goals, resource needs, and farming experience.

Within the last half century, several communities in Boki Land have engaged in violent conflicts as a result of disputes over portions of land that have claimed many lives, and left many more injured. The Boki people, like most rural African peoples, depend largely on the land for their livelihood and economic development. Thus, any encroachment on their land space provokes outrage and resistance. The frequent occurrence of violent conflicts in Boki Land, and many Nigerian/African communities, is a social, as well as pastoral, problem. This article is, therefore, an interdisciplinary study, exploring how the church, the Boki people, the government, and nongovernment institutions can together respond to situations of conflict. A religious educational approach in developing peacebuilding mechanisms aimed at addressing the root causes of communal conflicts is proposed incorporating the Boki traditional system of justice and dispute settlement.

This article on the development of Beijing can introduce students to many topics found in the urban geography section of the AP Human Geography course outline published in 2013. The author provides lesson plans and a PowerPoint presentation as resources for teaching a unit about the city.

Google Earth is an accessible, user-friendly GIS that can help landowners in their management planning. I offered hands-on Google Earth workshops to landowners to teach skills, including mapmaking, length and area measurement, and database management. Workshop participants were surveyed at least 6 months following workshop completion, and learning outcomes as well as landowner application of Google Earth were assessed. Participants made significant gains in Google Earth skill level immediately following workshop completion, but longer-term skill retention was variable. Most participants found Google Earth to be a valuable tool for a variety of land management purposes.

Numerous research studies clearly indicate the importance of first impressions. It is very likely that students will form their opinions of the class and the professor during the first class meeting. These first impression can be nearly impossible to reverse or undo, making those first encounters extremely important, for they set the tone for all the relationships that follows. Based on this information, business law professors may wish to orchestrate the first day of class each semester. This article suggests a narrated slideshow of a case that has been transformed into a story. Storytelling has the advantage of affecting both the mind and the heart of the listener. In the case of "Kelo v. New London," the owners' struggle to defend their homes against condemnation by eminent domain provides a story that is designed to outrage students and engage them in learning more about the legal process. It has the advantages of carrying high emotion, presenting an important and timeless topic, and serving as a vehicle to discuss the materials presented in the introductory chapters of business law and legal environment textbooks.

This paper explores the metonymic slippage surrounding the discourse of public education, through observations and interviews with Lawson High School active campaigners in the state of Victoria, Australia. The notion of campaigning for public education has become an ever-present issue on an international scale, and this article aims to contribute qualitative knowledge regarding the key concepts that lobbyists produce and articulate within their meetings concerning public education. Data have been obtained through direct participatory observation within a contextually specific campaigning site, lobbyists' publications and one-on-one interviews with active campaigners. Findings indicate that campaigners present distinct conceptualisations of public education as a discourse and a well-defined model of their school-of-choice.

In this theoretical article, I argue for a relational stance on learning as a way of reckoning with educational research as part of the settler colonial structure of the United States. Because of my geopolitical location to the United States as a settler colony, I begin by contrasting the stances of anticolonial and decolonial. I then analyze the ways in which educational research is animated by settler colonialism in its constant pursuit of property and ownership. Through examples of research, I make visible how the physical practices of settler colonialism are echoed through material and figurative practices of education and perpetuate colonial relationships. I close with a call for educational research to become answerable to knowledge about learning through learning as being-in-relation that recognizes education and educators investments in settler colonialism.

Transformative learning can lead to great awareness of one's own and others' personal perspectives and result in changes in how participants understand important social issues and how they choose to take action or not. Three examples of Extension teaching that embrace transformative learning are presented: a phenomenological approach to interaction with landowners; forest story cards; and scenario planning. These tools have been shown to be useful in forestry and may be useful in many Extension disciplines.

Recognizing intergenerational differences sets the stage for sharing and learning across the generations. An intergenerational land transfer education class was designed to engage families around the issue of parcelization and development of forested lands. A post-class survey of the Intergenerational Land Transfer class was used to evaluate outcomes. Recognizing intergenerational differences in learning was found to be important in catalyzing family discussion and protect working forestlands. This article provides an example of a multi-generational approach to teaching. This approach has implications for program areas beyond agriculture and forestry.

This article describes how the historic destruction of the Chavez Ravine neighborhood in Los Angeles--to build Dodger Stadium--paved the way for students to understand changes in their own neighborhood. Through slideshows, poems, newscast transcripts, field trips, and classroom activities, students navigated the complex history of Chavez Ravine to learn about gentrification, eminent domain, and urban renewal and to dispel the idea that oppression always happens at a distance. They learned how the residents of Chavez Ravine did not go silently from their homes but fought back. The author notes that, as a language arts teacher, her duty is to teach students to read and write effectively, but one cannot write without learning how to think about the world, to step back from individual pain and ask questions and find patterns. (Contains 4 resources.) [This is the second of a two-part article on "Stealing Home," a unit about ways the homes of people of color and poor people have been stolen through "race riots" and urban renewal. The first part, "Burned Out of Homes and History: Unearthing the Silenced Voices of the Tulsa Race Riot," was published in the fall 2012 issue of "Rethinking Schools," and found at EJ987597.]

In this paper, processes of gentrification are assessed in relation to non-commercial farming: the production of agricultural commodities without the intent of earning a living. The author argues that due to the connection between residence and productive assets (particularly land) inherent in farming, agricultural gentrification represents a special case, distinct from rural and urban gentrification, where gentrification is possible from within the existing farm household. Pluriactivity of the farm household enables both economic capital accumulation and alterations in the cultural capital held. Similar to rural and urban gentrification processes, agricultural gentrification leads to landscape change. Both non-commercial farming and gentrification processes are found to have been encouraged by the state, through post-productivist polices and laws aimed at commercial agricultural producers. The author argues for further research on farmers as consumers of rural amenities, and raises questions about the environmental impacts of "non-commercial farming" and the acquisition of farm land by the wealthy elite.

This article seeks to explain the nature of the arguments the Iroquois presented to the US government in trying to prevent their removal. In the letters they wrote to the federal government from the 1830s to the 1850s they emphasized their own law as well as that of the United States. They drew on whatever perception of law they deemed was best suited to address the problems they were facing. The process by which they composed these letters, the discussions surrounding them, and the compromises they reached over their content can also explain why the Iroquois appealed to several kinds of law. (Contains 104 notes.)

What is the relationship between Indigenous peoples and violent reactions to contemporary states? This research explores differing, culturally informed notions of attachment to land or place territory. Mechanistic ties and organic ties to land are linked to a key distinction between Indigenous peoples and non-Indigenous peoples. Utilizing the Minorities at Risk (MAR) data set, a subset relationship is explored addressing propensity for Indigenous peoples to rebel against state encroachment of their lands. The results of this research must be considered with the serious limitations of MAR in mind. Within the marginalized groups in the Americas, 28 have an attachment to a place territory. Of these 28 groups, 22 are Indigenous and of the 22 groups, 13 have exhibited some form of rebellious behavior between 1945 and 2003. The power of attachment to place territory, specifically the organic attachment most often displayed by Indigenous peoples of the Americas, is a strong tie surviving 500 years of European encroachment. The findings are indicative of an attachment that Indigenous peoples retain to their specific homelands. The findings suggest a plethora of future research questions. (Contains 8 tables, 3 figures, and 41 notes.)

Forest Resource Management Plans is the capstone course in many forestry and natural resource management curricula. The management plans are developed by senior forestry students. Early management plans courses were commonly technical exercises, often performed on contrived forest "tracts" on university-owned or other public lands, with a goal of generating standard reports showing silvicultural, forest management, and timber harvesting activities. This early timber-oriented management approach gradually changed late in the last century into one that was oriented around real-world private forest landowners. Various types of actual forest properties and owner types were used for the exercises, but family forest properties tended to be stressed because they represent one of the most common types of management plans. Also, the timber emphasis changed to a multiple-use emphasis (with major considerations of nontimber resources, like wildlife, recreation, water, soils, and aesthetics). Forestry students were exposed to real-world forest owners and linked to practicing professional foresters who currently managed these properties. This same approach is being used to introduce forestry students to a major new emphasis: forest sustainability and forest certification. Sustainable forest management has grown into a major thrust of forestry for economic and ecological interests and forest certification systems are now crucial to ensuring sustainability. Clemson University is incorporating a major American forest certification system for family forest owners into its curriculum and capstone course to strengthen student understanding of these essential concepts. It represents an expansion of the landowner approach to broaden the capstone course to emphasis forest sustainability issues. (Contains 2 tables.)

In this paper, I explore how histories of colonialism are integral to the Euro-Western idea of wilderness at the heart of much outdoor environmental education. In the context of canoe tripping, I speculate about why the politics of land rarely enters into teaching on the land. Finally, because learning from difficult knowledge often troubles the learner, I consider the pedagogical value of emotional responses to curricula that address colonial implication. (Contains 4 notes.)