Journal Writing on Wilderness Expeditions as a Tool for Sustainability Education—Reflections on the Potential and the Reality

Abstract

In this article, we describe how journals can be used on wilderness expeditions as a tool for meeting some of the elements of sustainability education. Using Lefebvre's criteria for evaluating sustainability education efforts, we describe the potential and reality of using journals to help students: (1) put emphasis on interacting with nature and learning with nature; (2) make interconnections between the societal (including political), economic, and ecological aspects of issues covered; (3) support community involvement and participation so that educational endeavors are contextually appropriate, relevant, and culturally sensitive and inclusive; and (4) develop skills, values, and attitudes that allow for reflection, critical thinking, collaboration, and action for social change. We conclude by reflecting on which criteria students are able to work toward more easily through journal writing and discuss how the potential of journals can be maximized to bring together lifelong learning and sustainability.

ACKNOWLEDGMENTS

We gratefully acknowledge the financial support from Lakehead University's Regional Research Fund, the Outdoor Recreation Student Society Development Fund, as well as the Senate Research Committee. We also thank the faculty and students who were involved in this research study.

Notes

¹We have rearranged the original order of Lefebvre's criteria.