Awaken Inquiry & Adventure Okanagan is rooted in place and nature-based practices. Learning in place - on the land and in the community - allows students to learn the BC curriculum through experiences and interactions with local mentors, leaders, and community members. First Peoples Principles of Learning guide our place and nature-based experiences, allowing students to develop an understanding of identity by learning with the land and Elders.
Nature-based education encourages students to learn about and from the natural world. At Awaken, we aim to foster our students' connection with the natural world so that they move forward with a deeper understanding and care for the lands they live on. Through experiential learning opportunities in nature, our students will become stewards of the land and form lasting, reciprocal relationships with the natural world.
Place & nature-based experiential educational practices allow for holistic learning and development within our students.
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Miller, J. P., & Cajete, G. (2019). The Holistic Curriculum. University of Toronto Press.
Selby, D. (2017). Education for Sustainable Development, nature and vernacular learning. Center
for Educational Policy Studies Journal, 7(1), 9–27. https://www.pedocs.de/volltexte/2017/12955/pdf/cepsj_2017_1_Selby_Education_for_sustainable.pdf
Sobel, D. (2004). Place-based education: Connecting classroom and community. Nature and listening,
4(1), 1-7. https://kohalacenter.org/teachertraining/pdf/pbexcerpt.pdf
At Awaken, we implement a constructivist approach to our program. Our students are seen as active participants in their learning and co-creators of their growth and understanding.
Our program provides experiential educational practices wherein educators and students are engaging in learning opportunities together, on the land and in the community. Through shared experience and intentional reflection, our learners develop skills related to the BC Curriculum's core competencies, establish personal values, and deepen their understanding of self, community, and place.
BC Ministry of Education, & First Nations Education Steering Committee. (2007). First peoples principles
of learning. First Nations Education Steering Committee FNESC.
https://www.fnesc.ca/first-peoples-principles-of-learning/
DeLay, R. (1996). Forming knowledge: Constructivist learning and experiential education. Journal of Experiential Education, 19(2),
76-81. https://www.researchgate.net/profile/Randolph-Haluza-Delay/publication/234723809_Forming_Knowledge_Constructivist_Learning_and_Experiential_Education/links/5b81aa5f92851c1e1232f069/Forming-Knowledge-Constructivist-Learning-and-Experiential-Education.pdf
Nesterova, Y. (2020). Rethinking environmental education with the help of indigenous ways of knowing
and traditional ecological knowledge. Journal of Philosophy of Education, 54(4), 1047-1052.
https://doi.org/10.1111/1467-9752.12471