References

Abram, D. (1996). The spell of the sensuous: Perception and language in a more-than-human world. New York: Vintage Books.

Abram, D. (2006). The invisibles. Parabola: The search for meaning, Spring, 6-15.

Abram, D., & Jardine, D. (2000). All knowledge is carnal knowledge: A correspondence. Canadian Journal of Environmental Education, 5, 167-177.

Allen, C., & Bekoff, M. (1999). The philosophy and biology of cognitive ethology. Cambridge, MA: Bradford Books.

Allister, M. (2004). Eco-man: New perspectives on masculinity and nature. Charlottesville, VA: University of Virginia Press.

Armbruster, K. (1998). "Buffalo gals, won't you come out tonight": A call for boundary-crossing in ecofeminist literary criticism. In G. Gaard, & P. Murphy (Eds.), Ecofeminist literary criticism: Theory, interpretation, pedagogy (pp. 97-122). Chicago: University of Illinois Press.

Assadourian, E. (2006). Global ecosystems under more stress. Vital signs 2006-2007 (pp. 92-143). Washington, DC:  Worldwatch Institute.

Astin, A. (2002, April). Is spirituality a legitimate concern in higher education? Keynote Address presented at the Spirituality and Learning Conference. San Francisco.

Astin, A. (2004). Why spirituality deserves a place in liberal education. Liberal Education, 90(2), 34-41.

Bai, H. (2001). Beyond the educated mind: Towards a pedagogy of mindfulness. In B. Hocking, J. Haskell & W. Linds (Eds.), Unfolding bodymind: Exploring possibility through education (pp. 86-99). Brandon, VT: Foundation for Educational Renewal.

Bai, H. (2003). Learning from Zen arts: A lesson in intrinsic valuation. Journal of the Canadian Association for Curriculum Studies, 1(2), 39-54.

Bai, H. (2009). Re-animating the universe: Environmental education and philosophical animism. In M. McKenzie, H. Bai, P. Hart & B. Jickling (Eds.), Fields of green: Restorying culture, environment, and education (pp. 135-151). Cresskill, NJ: Hampton Press.

Bakhtin, M. M. (1981). The dialogic imagination: Four essays (M. Holquist, & C. Emerson, Trans.). Austin: University of Texas Press.

Barrett, M.J. (2005). Making (some) sense of feminist poststructuralism in environmental education research and practice. Canadian Journal of Environmental Education, 10, 79-93.

Barrett, M.J. (2006). Education for the environment: Action competence, becoming, and story. Environmental Education Research, 12(3-4), 503-511.

Barrett, M.J. (2007). Homework and fieldwork: Investigations into the rhetoric-reality gap in environmental education research and pedagogy. Environmental Education Research, 13(2), 209-223.

Barrett, M.J. (2009). Learning through spirit. Aboriginal Learning Knowledge Centre, University of Saskatchewan & First Nations' Adult and Higher Education Consortium, University of Calgary, AB.

Barrett, M.J., Hart, P., Nolan, K., & Sammel, A. (2005). Challenges in implementing action-oriented sustainability education. In L. Filho (Ed.), Handbook of sustainability research (pp. 505-534). Frankfurt: Peter Lang Scientific Publishing.

Barrett, M.J., & Sutter, G. (2006). A youth forum on sustainability meets the human factor: Challenging cultural narratives in schools and museums. Canadian Journal of Science, Mathematics and Technology Education, 6(1), 9-23.

Barron, D. (1995). Gendering environmental education reform: Identifying the constitutive power of environmental discourses. Australian Journal of Environmental Education, 11, 107-118.

Barron, J. (1995). Just so stories: Cultural narratives and the politics of solidarity in support of the Labrador Innu. Unpublished masters thesis, York University, Toronto, Ontario, Canada.

Barthes, R. (1986). The rustle of language (R. Howard Trans.) (1st ed.). New York: Hill & Wang.

Battiste, M. (1998). Enabling the autumn seed: Toward a decolonized approach to Aboriginal knowledge, language, and education. Canadian Journal of Native Education, 22(1), 16-27.

Battiste, M. (2008). The struggle and renaissance of Indigenous knowledge in Eurocentric education. In M. Villegas, S. Neugebauer, & K. Venegas, Indigenous knowledge and education: Sites of struggle, strength, and survivance (pp. 85-91). Cambridge, MA: Harvard Education Press.

Battiste, M., & Henderson, J. (2000). Protecting Indigenous knowledge and heritage: A global challenge. Saskatoon, SK: Purich.

Baylor, B., & Parnell, P. (1978). The other way to listen. New York: Scribner.

Beauregard, M. & O'Leary, D. (2007). The spiritual brain: A neuroscientist's case for the existence of the soul. Toronto: HarperCollins Ltd.

Behnsen, G. (2006, March). Ancient way of knowing course. White City, SK.

Bekoff, M., Allen, C., & Burghardt, G. (2002). Introduction. In M. Bekoff, C. Allen & G. Burghardt (Eds.), The cognitive animal: Empirical and theoretical perspectives on animal cognition (pp. ix-xv). Cambridge, MA: MIT Press.

Bell, A. (1997). Natural history from a learner's perspective. Canadian Journal of Environmental Education, 2, 132-144.

Bell, A. (2003). A narrative approach to research. Canadian Journal of Environmental Education, 8, 95-110.

Bell, A., & Russell, C. (1999). Life ties: Disrupting anthropocentrism in language arts education. In J. Roberson (Ed.), Teaching for a tolerant world: Grades K-6 essays and resources (pp. 68-89). Urbana, IL: National Council of Teachers of English.

Bell, A., & Russell, C. (2000). Beyond human, beyond words: Anthropocentrism, critical pedagogy, and the poststructuralist turn. Canadian Journal of Education, 25(3), 188-203.

Beringer, A. (2006). Reclaiming a sacred cosmology: Seyyed Hosssein Nasr, the perennial philosophy, and sustainability education. Canadian Journal of Environmental Education, 11, 26-42.

Bernard, P. (2007). Re-uniting with the Kosmos. Journal for the Study of Religion, Nature and Culture, 1(1), 109-128.

Berry, T. (1988). The dream of the earth. San Francisco: Sierra Club Books.

Berry, T. (1992). Cosmology education. Keynote Address, Toronto Board of Education Global Education Conference, Toronto, ON.

Berry, T. (1999). The great work: Our way into the future. Toronto: Random House.

Berry, T., & Tucker, M. (2006). Evening thoughts: Reflecting on earth as sacred community. San Francisco: Sierra Club Books.

Bird-David, N. (1999). "Animism" revisited: Personhood, environment, and relational epistemology. Current Anthropology (40 Supplement), S67-S91.

Blain, J., Ezzy, D., & Harvey, G. (Eds.). (2004). Researching paganisms. Toronto: AltaMira Press.

Boler, M. (1999). Feeling power: Emotions and education. New York: Routledge.

Boler, M. (2004). Democratic dialogue in education: Troubling speech, disturbing silence. New York: Peter Lang.

Bonnett, M. (2004). Retrieving nature: Education for a post-humanist age. Malden, MA: Blackwell.

Bowerbank, S. (1998). Nature writing as self-technology. In E. Danier (Ed.), Discourses of the environment (pp. 163-178). Oxford: Blackwell Publishers.

Bowers, C. A. (1997). The culture of denial: Why the environmental movement needs a strategy for reforming universities and public schools. Albany: SUNY.

Braud, W. (2004). An introduction to organic inquiry: Honoring the transpersonal and spiritual in research praxis. The Journal of Transpersonal Psychology, 36(1), 18-25.

Braud, W., & Anderson, R. (Eds.). (1998). Transpersonal research methods for the social sciences: Honoring human experience. Thousand Oaks, CA: Sage.

Bringhurst, R. (2002). The tree of meaning and the work of ecological linguistics. Canadian Journal of Environmental Education, 7(2), 9-22.

British Society of Dowsers. Retireved November 5, 2007 from www.britishdowsers.org/learning/what_is_dowsing.html.

Britzman, D. (1992). The terrible problem of knowing thyself: Toward a poststructural account of teacher identity. Journal of Curriculum Theory, 9(3), 23-46.

Britzman, D. (1995). Is there a queer pedagogy? Or stop reading straight. Educational Theory, 45(2), 151-165.

Brookes, A. (2004). Can outdoor education be dispensed with? An enquiry into some text book approaches to outdoor education. International Perspectives on Outdoor Education Theory and Practice International Research Conference. LaTrobe University, Bendigo. Retrieved May 15, 2006, from http://www.latrobe.edu.au/oent/OE_conference_2004/papers/brookes.pdf.

Broomfield, J. (1997). Other ways of knowing: Recharting our future with ageless wisdom. Rochester, VT: Inner Traditions.

Buhner, S. (2004). The secret teachings of plants: The intelligence of the heart in the direct perception of nature. Rochester, VT: Bear & Company.

Buhner, S. (2006). Sacred plant medicine: The wisdom in Native American herbalism. Rochester, VT: Bear & Company.

Butala, S. (1994). The perfection of the morning: An apprenticeship in nature. Toronto: HarperCollins.

Butala, S. (2002). Living inside the landscape. In D. Suzuki, When the wild comes leaping up: Personal encounters with nature (pp. 97-116). Vancouver: Greystone Books.

Burr, V. (1995). An introduction to social constructionism. London: Routledge.

Butler, J. (1993). Bodies that matter. In J. Price, & M. Shildrick (Eds.), Feminist theory and the body: A reader (pp. ix-55). New York: Routledge.

Butler, J. (1995). For a careful reading. In S. Benhab, J. Butler, D. Cornell & N. Fraser (Eds.), Feminist contentions: A philosophical exchange (pp. 127-143). New York: Routledge.

Butler-Kisber, L. (2002). Artful portrayals in qualitative inquiry: The road to found poetry and beyond. Alberta Journal of Educational Research, 48(3), 229-239.

Cajete, G. (Ed.). (1999). A people's ecology: Explorations in sustainable living. Sante Fe, NM: Clear Light Publishers.

Cancienne, M. B., & Snowber, C. (2003). Writing rhythm: Movement as method. Qualitative Inquiry, 9(2), 237-253.

Canhnmann, M. (2003). The craft, practice, and possibility of poetry in educational research. Educational Researcher, 32(3), 29-36.

Capra, F. (1975/1991). The Tao of physics. Boston, MA: Shambhala.

Capra, F. (1982). The turning point: Science, society, and the rising culture. Toronto, ON: Bantam.

Carson, R. (1965). A sense of wonder. New York: Harper & Row.

Caspell, S. (2006). Exploring the influence of the R.O.C. integrated high school program. Unpublished bachelor’s thesis, York University, Toronto, Canada.

Castellano, M. (2002). Updating Aboriginal traditions of knowledge. In J. Dei, B. Hall, & D. Rosenberg (Eds.), Indigenous knowledges in global contexts: Multiple readings of our world (pp. 21-36). Toronto, ON: University of Toronto Press.

Chawla, L. (1998). Significant life experiences revisited: A review of research on sources of environmental sensitivity. Journal of Environmental Education, 29(3), 11-21.

Chopra, D. (1993). Ageless body, timeless mind: The quantum alternative to growing old. New York: Harmony Books.

Chopra, D. (2004). The spontaneous fulfillment of desire. New York: Three Rivers Press.

Churchill, W. (2002).  Ward Churchill (Interview). In D. Jensen (Ed.), Listening to the land: Conversations about nature, culture, and eros (pp. 153-163). San Francisco: Sierra Club Books.

Cixous, H. (1991). Coming to writing and other essays. Cambridge: Harvard University Press.

Clandinin, J., & Connelly, M. (2000). Narrative inquiry: Experience in story and qualitative research. San Francisco: Jossey-Bass.

Clark, C., Brody, M., Dillon, J., Hart, P., & Heimlich, J. (2007). The messy process of research: Dilemmas, process, and critique. Canadian Journal of Environmental Education, 12, 110-126.

Clements, J. (2004). Organic inquiry: Toward research in partnership with spirit. Journal of Transpersonal Psychology, 36(1), 26-49.

Clements, J., Ettling, D., Jenett, D., & Shields, L. (1998). Organic research: Feminine spirituality meets transpersonal research. In W. Braud, & R. Anderson (Eds.), Transpersonal research methods for the social sciences: Honoring human experience (pp. 114-127). Thousand Oaks, CA: Sage.

Cole, A., & McIntyre, M. (2004). Research as aesthetic contemplation: The role of audience in research interpretation. Educational Insights, 9(1), n.p. Retrieved November 26, 2006 from http://www.ccfi.educ.ubc.ca/publication/insights/v09n01/pdfs/cole.pdf  

Cole, A., Neilsen, L., Knowles, J., & Luciani, T. (Eds.). (2004). Provoked by art: Theorizing arts-informed research. Calgary, AB: Backalong Books & Centre for Arts-informed Research.

Cole, P. (2002). Aboriginalizing methodology: Considering the canoe. Qualitative Studies in Education, 15(4), 447-459.

Comeau, L. (2007). Re-inscribing whiteness through progressive constructions of "the problem" in anti-racist education. In P. L. Carr, & D. E. Lund (Eds.), The great white north: Exploring whiteness, privilege and identity in education (pp. 151-160). Rotterdam, Netherlands: Sense Publishers.

Comishin, K., Dyment, J., Potter, T., & Russell, C. (2004). The development and implementation of outdoor-based secondary school integrated programs. Applied Environmental Education and Communication, 3, 47-53.

Conway, D. J. (2001). A little book of pendulum magic. Berkeley, CA: The Crossing Press.

Crawford, C. C., Sparber, A. G., & Jonas, W. B. (2003). A systematic review of the quality of research on hands-on and distance healing: Clinical and laboratory studies. Alternative Therapies in Health & Medicine, 9(3 Supplement), A96-104.

Dalai Lama. (1999). The path of tranquility. New York: Viking.

Davies, B. (1990). The problem of desire. Social Problems, 37(4), 501-516.

Davies, B. (2000a). A body of writing, 1990-1999. New York: AltaMira Press.

Davies, B. (2000b). (In)scribing body/landscape relations. New York: AltaMira Press.

Davies, B., & Banks, C. (1992). The gender trap: A feminist poststructuralist analysis of primary school children's talk about gender. Journal of Curriculum Studies, 24(1), 1-25.

Davies, B., & Whitehouse, H. (1997). Men on the boundaries: Landscapes and seascapes. Journal of Gender Studies, 6(3), 237-254.

Davies, B., & Whitehouse, H. (2000). Australian men talk about becoming environmentalists. In B. Davies (Ed.), (In)scribing body/landscape relations (pp. 63-85). New York: Altamira Press.

Denzin, N. (1997). Performance texts. In W. Tierney, & Y. Lincoln (Eds.), Representation and the text: Re-framing the narrative voice (pp. 179-217). New York: SUNY.

Denzin, N., & Lincoln, Y. (2005). Introduction: The discipline and practice of qualitative research. In N. Denzin & Y. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 1-32). Thousand Oaks: Sage.

Denzin, N. & Lincoln, Y., & Smith, L. (2008). The handbook of critical and Indigenous methodologies. Thousand Oaks: Sage.

Derrida, J. (1970). Structure, sign and play in the discourse of the human sciences. In R. Macksey, & E. Donato (Eds.), The languages of criticism and the sciences of man: The structuralist controversy (pp. 247-265). London: Johns Hopkins Press.

Devlet, E. (2001). Rock art and the material culture of Siberian and central Asian shamanism. In N. Price (Ed.), The archaeology of shamanism (pp. 43-55). London: Routledge.

Dillard, C. (2003a). Cut to heal, not to bleed: A response to Handel Wright's "an endarkened feminist epistemology?" Identity, difference and the politics of representation in educational research. Qualitative Studies in Education, 16(2), 227-232.

Dillard, C. (2003b). The substance of things hoped for, the evidence of things not seen: Examining an endarkened feminist epistemology in educational research and leadership. Qualitative Studies in Education, 13(6), 661-681.

Dillard, C. (2006a). On spiritual strivings: Transforming an African American woman's academic life. New York: SUNY.

Dillard, C. (2006b). When the music changes, so should the dance: Cultural and spiritual considerations in paradigm 'proliferation'. International Journal of Qualitative Studies in Education, 19(1), 59-76.

Dunlop, R. (2002). In search of tawny grammar. Canadian Journal of Environmental Education, 7(2), 23-37.

Eason, C. (2005). The art of the pendulum. Boston: Weiser Books.

Ellsworth, E. (1989). Why doesn't this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59(3), 297-325.

Ellsworth, E. (1997). Teaching positions: Difference, pedagogy, and the power of address. New York: Teachers College Press.

Ermine, W., Sinclair, R., & Jeffery, B. (2004). The ethics of research involving Indigenous peoples. Saskatoon, SK: Indigenous Peoples' Health Research Centre.

Evernden, N. (1992). The social creation of nature. Baltimore: Johns Hopkins University Press.

Evernden, N. (1993). The natural alien (2nd ed.). Toronto: University of Toronto Press.

Evernden, N. (2002). Interview. In D. Jensen (Ed.), Listening to the land: Conversations about nature, culture, and eros (pp. 112-121). San Francisco: Sierra Club Books.

Ezzy, D. (2004). Religious ethnography: Practicing the witch's craft. In J. Blain, D. Ezzy & W. Harvey (Eds.), Researching paganisms (pp. 113-128). Toronto: Altamira Press.

Fawcett, L. (2000). Ethical imagining: Ecofeminist possibilities in environmental learning. Canadian Journal of Environmental Education, 5, 134-149.

Fawcett, L. (2002). Children's wild animal stories: Questioning inter-species bonds. Canadian Journal of Environmental Education, 7(2), 125-139.

Fawcett, L. (2005). Further thoughts on "cutting nature's leading strings": A conversation. In D. Jardine, B. Johnson, & L. Fawcett, Canadian Journal of Environmental Education, 10, 52-61.

Fawcett, L. (2006, September). Wild cultures: An (eco)feminist perspective on 'other' animals' consciousness. Paper presented at the Kindred Spirits Conference: Humans and Non-Human Animals, Bloomington, IN.

Fawcett, L., Bell, A., & Russell, C. (2001). Guiding our environmental praxis: Teaching and learning for social and environmental justice. In W. Filho (Ed.), Teaching sustainability at universities (pp. 223-238). New York: Peter Lang.

Fawcett, L., & Russell, C. (2005, October). Natures R us: Environmental autobiographies and natural history journals. Paper presented at the Combined Annual Conference of the Canadian Network for Environmental Education and Communication; Council of Outdoor Educators of Ontario; Ontario Society for Environmental Education, Huntsville, ON.

Felman, S. (1995). Education and crisis, or the vicissitudes of teaching. Trauma: Explorations in memory (pp. 131-66). Baltimore, MD: The Johns Hopkins University Press.

Findlay, L. M. (2000). Foreword. In M. Battiste (Ed.), Reclaiming Indigenous voice and vision (pp. ix-xiii). Vancouver: University of British Columbia Press.

Fine, M., Weis, L., Weseen, S., & Wong, L. (2000). For whom? Qualitative research, representations, and social responsibilities. In N. Denzin, & Y. Lincoln (Eds.), The Sage handbook of qualitative research (2nd ed., pp. 107-131). Thousand Oaks: Sage.

Finley, S. (2003). Arts-based inquiry in QI: Seven years from crisis to guerilla warfare. Qualitative Inquiry, 9(2), 281-296.

Finley, S. (2005). Arts-based inquiry: Performing revolutionary pedagogy. The Sage handbook of qualitative research (3rd ed., pp. 681-694). New York: Sage.

Foucault, M. (1977/1995). Discipline and punish: The birth of a prison (A. Sheridan Trans.). New York: Vintage Books.

Foucault, M. (1976/1988). The care of the self: The history of sexuality: 3 (R. Hurley Trans.). London: Penguin Books.

Foucault, M. (1980). Power/knowledge: Selected interviews and other writings (1972-1977). In C. Gordon (Ed.). New York: Pantheon Books.

Foucault, M. (1983). The subject and power. In H. Dreyfus & P. Rabinow (Eds.), Michel Foucault: Beyond structuralism and hermeneutics (pp. 208-226). Chicago: University of Chicago Press.

Foucault, M. (1988). Technologies of the self. In M. Luther, G. Huck & P. Hutton (Eds.), Technologies of the self: A seminar with Michel Foucault (pp. 16-49). Amherst, MA: University of Massachusetts Press.

Fraser, N. (1989). Unruly practices: Power, discourse and gender in contemporary social theory. Minneapolis, MN: University of Minnesota.

Fried, R. (1995). The passionate teacher: A practical guide. Boston, MA: Beacon.

Fudge, E. (2002). Animal. London: Reaktion.

Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books.

Geertz, C. (1973). The interpretation of cultures. New York: Basic Books.

Gergen, K. (1994/2003). Self-narration in social life. In M. Wetherall, S. Taylor & S. J. Yates (Eds.), Discourse theory and practice: A reader (pp. 247-260). Thousand Oaks: Sage.

Glendinning, C. (1995). Technology, trauma, and the wild. In T. Roszak, M. Gomes & A. Kanner (Eds.), Ecopsychology: Restoring the earth, healing the mind (pp. 41-54). San Francisco: Sierra Club Books.

Goodson, I. (1995). The story so far: Personal knowledge and the political. In J. A. Hatch, & R. Wisnewski (Eds.), Life history and narrative (pp. 89-98). London: Falmer.

Goswami, A. (1993). The self-aware universe: How consciousness creates the material world. New York: Putnam.

Gough, A. & Whitehouse, H. (2003). The "nature" of environmental education research from a feminist poststructuralist viewpoint. Canadian Journal of Environmental Education. 8, 31-43.

Gough, N. (1991). Narrative and nature: Unsustainable fictions in environmental education. Australian Journal of Environmental Education, 7, 31-42.

Gough, N. (2004). Read intertextually, write an essay, make a rhizome: Performing narrative experiments in educational inquiry. In H. Piper, & I. Stronach (Eds.), Educational research: Difference and diversity (pp. 155-176). Aldershot: Ashgate.

Gough, N., & Price, L. (2004, April). Rewording the world: Poststructuralism, deconstruction and the 'real' in environmental education research. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.

Gough, N. & Sellers, W. (2004, July). Re/de/signing the world: Poststructuralism, deconstruction and ‘reality’ in outdoor/environmental education research. Paper presented at Connections and disconnections: Examining the reality and rhetoric. International Outdoor Education Conference, Latrobe University, Bendigo, Victoria, Australia.

Gough, S., & Reid, A. (2000). Environmental education research as profession, as science, as art and as a craft: Implications for guidelines in qualitative research. Environmental Education Research, 6(1), 47-57.

Graves, T. (1989). The elements of pendulum dowsing. Rockport, MA: Element Books Limited.

Greene, B. (1999). The elegant universe: Superstrings, hidden dimensions, and the quest for the ultimate theory. New York: W. W. Norton & Company.

Griffin, D. (2001). Animal minds: Beyond cognition to consciousness (2nd ed.). Chicago: University of Chicago Press.

Guba, E., & Lincoln, Y. (2005). Paradigmatic controversies, contradictions, and emerging confluences. In N. Denzin, & Y. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 191-216). New York: Sage.

Guédon, M. (1994). Dreams and visions in other lifeworlds. In D. E. Young, & J. Goulet (Eds.), Being changed: The anthropology of extraordinary experience (16-38). Peterborough, ON: Broadview Press.

Ha, T. (2005). Greeniology: How to live well, be green and make a difference. Toronto: Penguin Books.

Hallowell, I. (1960). Objibwa ontology, behavior, and world view. In S. Diamond (Ed.), Culture in history: Essays in honor of Paul Radin (pp. 19-52). New York: Columbia University Press. 

Haraway, D. (1989). Primate visions: Gender, race, and nature in the world of modern science. New York: Routledge.

Haraway, D. (1991a). Introduction. In D. Haraway, Simians, cyborgs, and women: The reinvention of nature (pp. 1-4). New York: Routledge.

Haraway, D. (1991b). Situated knowledges: The science question in feminism and the privilege of partial perspective.In D. Haraway, Simians, cyborgs, and women: The reinvention of nature (pp. 183-201). New York: Routledge.

Haraway, D. (2000). How like a leaf: An interview with Thyrza Nichols Goodeve. London: Routledge.

Haraway, D. (2003). The companion species manifesto. Chicago: Prickly Paradigm Press.

Haraway, D. (2004a). Introduction: A kinship of feminist figurations. In D. Haraway, The Haraway reader (pp. 1-6). New York: Routledge.

Haraway, D. (2004b). Otherworldly conversations; terran topics; local terms. In D. Haraway, The Haraway reader (pp. 125-150). New York: Routledge.

Haraway, D. (2008). When species meet. Minneapolis, MN: University of Minnesota Press.

Harding, S. (1991). Whose science? Whose knowledge? Buckingham: Open University Press.

Harner, M. (1980). The way of the shaman: A guide to power and healing. Toronto: Bantam Books.

Harner, M. (1988). What is a shaman? In G. Doore (Ed.), Shaman's path: Healing, personal growth and empowerment (pp. 7-15). Boston: Shambala Publications.

Harner, M., & Doore, G. (1987). The ancient wisdom in shamanic cultures. In S. Nicholson (Ed.), Shamanism (pp. 3-19). Wheaton, IL: Theosophical Publishing House.

Harpingnies, J. P. (Ed.). (2007). Visionary plant consciousness: The shamanic teachings of the plant world. Rochester, VT: Park Street Press.

Hart, P. (1990). Environmental education in Canada: Contemporary issues and future possibilities. Australian Journal of Environmental Education, 6, 45-65.

Hart, P. (2000). Requisite variety: The problem with generic guidelines for diverse genres of inquiry. Environmental Education Research, 6(1), 37-46.

Hart, P. (2002). Narrative, knowing, and emerging methodologies in environmental education research: Issues of quality. Canadian Journal of Environmental Education, 7(2), 140-165.

Hart, P. (2003a). Teachers' thinking in environmental education: Consciousness and responsibility. New York: Peter Lang.

Hart, P. (2003b). Reflections on reviewing educational research: (Re)searching for value in environmental education. Environmental Education Research, 9(2), 241.

Hart, P. (2005a). Transitions in thought and practice: Links, divergences and contradictions in post-critical inquiry. Environmental Education Research, 11(4), 391-400.

Hart, P. (2005b). Recontextualizing learning: Reflections on the social and relational nature of research in environmental education. South African Journal of Environmental Education, 22, 11-18.

Hart, P., & Nolan, K. (1999). A critical analysis of research in environmental education. Studies in Science Education, 34, 1-69.

Harvey, G. (Ed.). (2003). Shamanism: A reader. London: Routledge.

Harvey, G. (2006a). Animism: Respecting the living world. New York: Columbia University Press.

Harvey, G. (2006b). Animals, animists, and academics. Zygon, 41(1), 9-20.

Harvey, G., & Wallis, R. (2007). Historical dictionary of shamanism. Lanham, MD: The Scarecrow Press.

Haskell, J. (2000). "The scent of my world": A student's perceptual knowing of outdoor experiencing. Australian Journal of Outdoor Education, 4(2), 40-47.

Hayles, N. (1995). Searching for common ground. In M. Soule, & G. Lease (Eds.), Reinventing nature? Responses to postmodern deconstruction (pp. 47-63). Washington, DC: Island Press.

Hendry, P. (2007). The future of narrative. Qualitative Inquiry, 13(4), 487.

Hepburn, M. (2006, May). Dowsing workshop. A continent in song, Qu'Appelle Valley, SK.

Hesse-Biber, S. & Leavy, P. (Eds.). (2008). Handbook of emergent methods. London: The Guilford Press.

Hogan, L. (2000). A different yield. In M. Battiste (Ed.), Reclaiming Indigenous voice and vision (pp. 115-123). Vancouver: UBC Press.

Hood, L., & Macmillan, J. (2002). Liz & Julie's excellent adventure. Pathways: Ontario Journal of Outdoor Education, 14(4), 171-20.

hooks, b. (1990). Postmodern blackness. Postmodern Culture, 1(1). Retireved November, 6, 2006 from http://www.africa.upenn.edu/Articles_Gen/Postmodern_Blackness_18270.html

hooks, b. (1992a). Black looks: Race and representation. Toronto: Between the Lines.

hooks, b. (1992b). Eating the other: Desire and resistance. In b. hooks (Ed.), Black looks: Race and representation (21-39). Toronto: Between the Lines.

hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.

Horowitz, A. (2007). Anthropomorphism. In Bekoff, M. (Ed.). Encyclopedia of human-animal relationships: A global exploration of our connections with animals (pp. 60-66). London: Greenwood Press.

Horwood, B. (1994). Integration and experience in the secondary curriculum. McGill Journal of Education, 29(1), 89-102.

Horwood, B. (1995). Energy and knowledge: The story of integrated curriculum packages. Pathways: Ontario Journal of Outdoor Education, 7(4), 14-18.

Huckle, J. (1991). Education for sustainability: Assessing pathways to the future. Australian Journal of Environmental Education, 7(1), 43-62.

Hufford, D. (2003). Challenges for healing and intentionality research: Social dynamics involved in entering the mainstream. In W. Jonas, & C. Crawford (Eds.), Healing, intention and energy medicine (pp. 293-306). Edinburgh: Churchill Livingston.

Hungerford, H., & Volk, T. (1990). Changing learner behavior through environmental education. Journal of Environmental Education, 21(3), 18-21.

Hurren, W. (2000). Line dancing: An atlas of geography curriculum and poetic possibilities. New York: Peter Lang.

Hurtado, A. (2003). Theory in the flesh: Toward an endarkened epistemology. Qualitative Studies in Education, 16(2), 215-225.

Hutchison, D. (1998). Growing up green: Education for ecological renewal. New York: Teachers College Press.

Irwin, R., Leggo, C., & Gouzouasis, P. (Eds.). (2007). Being with a/r/tography. Rotterdam, Netherlands: Sense Publishers.

Jardine, D. (1998). Birding lessons and the teachings of cicadas. Canadian Journal of Environmental Education, 3, 92-99.

Jardine, D., Johnson, B., & Fawcett, L.  (2005). Further thoughts on "cutting nature’s leading strings": A conversation. Canadian Journal of Environmental Education, 10, 52-61.

Jensen, B. (2004). Environmental and health education viewed from an action-oriented perspective: A case from Denmark. Journal of Curriculum Studies, 36(4), 405-425.

Jensen, B., & Schnack, K. (1997). The action competence approach in environmental education. Environmental Education Research, 3(2), 163-178.

Jensen, D. (2004). A language older than words. White River Junction, Vermont: Chelsea Green Publishing Company.

Jickling, B. (2005). Sustainable development in a globalizing world: A few cautions. Policy Futures in Education, 3(3), 251-259.

Jonas, W., & Crawford, C. (Eds.). (2003). Healing, intention and energy medicine: Science, research methods and clinical implications. New York: Churchill Livingston.

Jonas, W., & Crawford, C. (2004). The healing presence: Can it be reliably measured? Journal of Alternative & Complementary Medicine, 10(5), 751-756.

Jones, A. (2008, March). The dangerous desire for 'getting lost' in educational research. Book symposium: Getting lost: Feminist efforts toward a double(d) science. Paper presented at the Annual Meeting of the American Educational Research Association, New York.

Jones, A., & Jenkins, K. (2008). Indigenous discourse and 'the material': A post-interpretivist argument. International Review of Qualitative Research 1(2), 125-144.

Jupp, J. (1995). An integrated programme from the students' perspective: The Bronte Creek project. Pathways: Ontario Journal of Outdoor Education, 7(4), 19-23.

Kabat-Zinn, J. (2006). Wherever you go, there you are: Living your life as if it really matters. In S. Aubrey, D. Dana, V. Miller, P. Robinsen, M. Ryan & D. Scott (Eds.), Integrative learning and action: A call to wholeness (pp. 158-171). New York: Peter Lang.

Kellert, S. (2007). Connecting with creation: The convergence of nature, religion, science and culture. Journal for the Study of Religion, Nature and Culture, 1(1), 25-37.

Kellert, S., & Wilson, E. (Eds.). (1993). The biophilia hypothesis. Washington, DC: Island Press.

Kelly, U. (1997). Schooling desire: Literacy, cultural politics, and pedagogy. New York: Routledge.

Kincheloe, J., & McLaren, P. (2005). Rethinking critical theory and qualitative research. In N. Denzin, & Y. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 303-342). New York: Sage.

Kirby, V. (1994). Viral identities: Feminisms and postmodernisms. In N. Frieve, & A. Burns (Eds.), Australian women: Contemporary feminist thought (pp. 120-132). Melbourne, Australia: Oxford University Press.

Korten, D. (2006). The great turning: From empire to earth community. San Francisco: Berrett-Koehler Publishers & Kumarian Press.

Kollmus, A., & Agyeman, J. (2002). Mind the gap: Why do people act environmentally and what are the barriers to pro-environmental behavior? Environmental Education Research, 7(3), 207-320.

Kovach, M. (2009). Indigenous methodologies – Characteristics, conversations and contexts. Toronto: University of Toronto Press.

Kuhn, T. (1962/1970). The structure of scientific revolutions. Chicago: University of Chicago Press.

Kumashiro, K. (2000). Toward a theory of anti-oppressive education. Review of Educational Research, 70(7) 25-53.

Kumashiro, K. (2001). "Posts" perspectives on anti-oppressive education in social studies, English, mathematics, and science classrooms. Educational Researcher, 30(3), 3-12.

Kumashiro, K. (2002). Troubling education: Queer activism and anti-oppressive pedagogy. New York: RoutledgeFalmer.

Kumashiro, K. (2004). Against common sense: Teaching and learning toward social justice. New York: RoutledgeFalmer.

Kuntz, A. (2005, April). Reading disciplinarity as modernist policy through graduate student identity. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, PQ.

Kuokkanen, R. (2003, May). Knowing the Indigenous 'other': Beyond the 'arrogance of conscience'? Paper presented at the Canadian Critical Race Conference: Pedagogy and Practice, University of British Columbia, Vancouver, BC.

Kuokkanen, R. (2006, May). The responsibility of the academy and the gift of Indigenous epistemes. Paper presented at the Fifth Annual Canadian Critical Race Conference, Regina, SK.

Laszlo, E. (2008). Quantum shift in the global brain: How the new scientific reality can change us and our world. Rochester, VT: Inner Traditions.

Lather, P. (1993). Fertile obsession: Validity after poststructuralism. The Sociological Quarterly, 34(4), 673-693.

Lather, P. (2000). Drawing the line at angels: Working the ruins of feminist ethnography. In E. St. Pierre, & W. Pillow (Eds.), Working the ruins: Feminist poststructuralist theory and methods in education (pp. 284-311). New York: Routledge.

Lather, P. (2001). Postbook: Working the ruins of feminist ethnography. Signs: Journal of Women in Culture and Society, 27(1), 199-227.

Lather, P. (2006). Paradigm proliferation as a good thing to think with: Teaching research in education as a wild profusion. International Journal of Qualitative Studies in Education, 19(1), 35-57.

Lather, P., & Smithies, C. (1997). Troubling the angels: Women living with HIV/AIDS. Boulder, CO: Westview Press.

Latta, M. (2008). Margaret Macintyre Latta's story, "aesthetic spaces". In Four Arrows, (aka D. Jacobs) (Ed.), The authentic dissertation (pp. 111-116). New York: Routledge.

LeCourt, D. (2004). Identity matters: Schooling the student body in academic discourse. Albany, NY: State University of New York.

LeCourt, D., & Barnes, L. (1999). Writing multiplicity: Hypertext and feminist textual politics. Computers and Composition, 16, 55-71.

LeGuin, U. (1989). Way of the water's going. New York: Harper & Row.

LeGuin, U. (1994). Talking on the water: Conversations about nature and creativity. San Francisco: Sierra Club Books.

Lincoln, Y., & Denzin, N. (2005). Epilogue: The eighth and ninth moments – qualitative research in/and the fractured future. In N. Denzin, & Y. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 1115-1126). Thousand Oaks, CA: Sage.

Lipsett, L. (2001). On speaking terms again: Transformative experiences of artful earth connection. Unpublished doctoral dissertation, Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada.

Lipsett, L. (2002). On speaking terms again: Transformation of the human-earth relationship through spontaneous painting. In E. O'Sullivan, A. Morrell & M. A. O'Connor (Eds.), Expanding the boundaries of transformative learning: Essays on theory and praxis (pp. 215-228). New York: Palgrave.

Lipsett, L. (2005, October). Creative by nature painting workshop. Workshop offered at the Combined Annual General Meeting of the Canadian Network for Environmental Education and Communication; Council of Outdoor Educators of Ontario and Ontario Society for Environmental Education, Bark Lake, ON, Canada.

Lipsett, L. (2009). Beauty muse: Painting in communion with nature. Self-published e-book available at http://artemeter.com/book.php.

Livingston, J. (1981/2007). The Fallacy of wildlife conservation. In The John A.. Livingston Reader (pp. 1-152) . Toronto: McLelland & Stewart.

Lipton, B. (2005). The biology of belief: Unleashing the power of consciousness, matter & miracles. Santa Rosa, CA: Mountain of Love/ Elite.

Lorde, A. (1983). The master's tools will never dismantle the master's house. In C. Moraga, & G. Anzaldua (Eds.), This bridge called my back: Writings by radical women of color (pp. 98-101). New York: Kitchen Table: Women of Color Press.

Lotz-Sisitka, H. (2002). Weaving cloths. Canadian Journal of Environmental Education, 7(2), 101-124.

Lotz-Sisitka, H., & Burt, J. (2002). Being brave: Writing environmental education research texts. Canadian Journal of Environmental Education, 7(1), 132-151.

Lousley, C. (1999). (De) politicizing the environment club: Environmental discourses and the culture of schooling. Environmental Education Research, 5(3), 293-304.

Louv, R. (2005). Last child in the woods: Saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin Books.

Lyons, D. (2005). Tree music. In B. Taylor, & J. Kaplan (Eds.), Encyclopedia of religion and nature (p. 1656, Vol. 2). London: Thoemmes Continuum.

Lyotard, J. (1979/1993). The postmodern condition: A report on knowledge (J. Bennington & B. Massumi Trans.). Minneapolis, MN: University of Minnesota Press.

Macy, J. (1998). Coming back to life: Practices to reconnect our lives, our world. Gabriola Island, BC: New Society Publishers.

Marcus, G., & Fischer, M. (1986). Anthropology as cultural critique: An experimental moment in the human sciences. Chicago: University of Chicago Press.

marino, d. (1997). Wild garden: Art, education and the culture of resistance. Toronto: Between the Lines Press.

Martusewicz, R. (2001). Choreography and curriculum theory. In R. Martusewicz, Post-structuralism, pedagogy, ethics (pp. 40-54). New York: Teachers College Press.

Martusewicz, R. (2005). Eros in the commons: Educating for eco-ethical consciousness in a poetics of place. Ethics, Place and Environment, 8(3), 331-348.

McDade, C. (1992). O beautiful Gaia: Love songs to earth [CD]. Charlottetown, PEI: Carolyn McDade Music.

McDade, C. (1996a). As we so love: Songs and chants [CD]. Acton, MA: Carolyn McDade Music.

McDade, C. (1996b). Chants of the long voice. On As we so love: Songs and chants [CD]. Acton, MA: Carolyn McDade Music.

McDade, C. (1996c). Gratitude. On As we so love: Songs and chants [CD]. Acton, MA: Carolyn McDade Music.

McDade, C. (1996d). This ancient love. On As we so love: Songs and chants [CD]. Acton, MA: Carolyn McDade Music.

McDade, C. (1999a). Beginners (emergence). On Oh beautiful Gaia: Love songs to earth [CD ]. Acton, MA: Carolyn McDade Music.

McDade, C. (1999b). Call of things. On We are the land we sing [CD]. Wellfleet, MA: Carolyn McDade Music.

McDade, C. (1999c). Hills of grass. On We are the land we sing [CD]. Wellfleet, MA: Carolyn McDade Music.

McDade, C. (1999d). Ponder. On We are the land we sing [CD]. Wellfleet, MA: Carolyn McDade Music.

McDade, C. (1999e). Ponder (minor version). On We are the land we sing [CD]. Wellfleet, MA: Carolyn McDade Music.

McDade, C. (1999f). Tell me your name. On We are the land we sing [CD]. Wellfleet, MA: Carolyn McDade Music.

McDade, C. (1999g). You ask my name. On We are the land we sing [CD]. Wellfleet, MA: Carolyn McDade Music.

McDade, C. (1999h). We are the land we sing [CD]. Wellfleet, MA: Carolyn McDade Music.

McDade, C. (2003a). Among the many (emergence). On Oh beautiful Gaia: Love songs to earth [CD]. Acton, MA: Carolyn McDade Music.

McDade, C. (2003b). Awakening (emergence). On Oh beautiful Gaia: Love songs to earth [CD]. Acton, MA: Carolyn McDade Music.

McDade, C. (2003c). Listen to the voices (fluidity). On Oh beautiful Gaia: Love songs to earth [CD]. Acton, MA: Carolyn McDade Music.

McDade, C. (2003d). O beautiful Gaia (fluidity). On Oh beautiful Gaia: Love songs to earth [CD]. Acton, MA: Carolyn McDade Music.

McDade, C. (2003e). Return again (fluidity). On Oh beautiful Gaia: Love songs to earth [CD]. Acton, MA: Carolyn McDade Music.

McDade, C. (2003f). Women singing land (fluidity). On Oh beautiful Gaia: Love songs to earth [CD]. Acton, MA: Carolyn McDade Music.

McDade, C. (2007). My heart is moved [CD]. Boston, MA: Carolyn McDade Music.

McIntyre, D. (2005). Bridging the gap between research and practice. Cambridge Journal of Education, 35(3), 357-382.

McIntyre, D. (2006a). I did not speak my heart. On Watershed stories [CD]. Regina, SK: Canadian Broadcasting Corporation.

McIntyre, D. (2006b). Now is the time. On Watershed stories [CD]. Regina, SK: Canadian Broadcasting Corporation.

McIntyre, D. (2006c). Watershed stories [CD]. Regina, SK: Canadian Broadcasting Corporation.

McKenzie, M. (2004a). Parrots and butterflies: Students as subjects of socio-ecological education. Unpublished doctoral dissertation, Simon Fraser University, Burnaby, BC.

McKenzie, M. (2004b). The "willful contradiction" of poststructural socio-ecological education. Canadian Journal of Environmental Education, 9, 177-190.

McKenzie, M. (2005a). The 'post-post period' and environmental education research. Environmental Education Research, 11(4), 401-412.

McKenzie, M. (2005b, March). Lost and found: The terrain of post-informed research. Paper presented at the Annual General Meeting of the American Educational Research Association, Montreal, PQ.

McKenzie, M. (2006). Three portraits of resistance: The (un)making of Canadian students. Canadian Journal of Education, 29(1), 199-222.

McKenzie, M. (2007). Social learning and resistance: Towards contingent agency. In A. E. J. Wals (Ed.), Social learning toward a sustainable world: Principles, perspectives, and praxis (pp. 331-349). Wageningen, Netherlands: Wageningen Academic Publishers.

McKenzie, M. D., & Timmerman, N. (2007). Relationality in web-based hypermedia research: A working example in teacher education. In R. Irwin, C. Leggo & P. Gouzouasis (Eds.), Being with a/r/tography (pp. 125-140). Rotterdam, Netherlands: Sense Publishers.

McMaster, J. (Producer), & Greene, B. (Director). (2003). The elegant universe. [Video/DVD] Boston, MA: WGBH Educational Foundation/NOVA.

McTaggart, L. (2007). The intention experiment: Using your thoughts to change your life and the world. New York: Free Press.

Merchant, C. (1980). The death of nature: Women, ecology, and the scientific revolution. SanFrancisco: Harper & Row.

Merchant, C. (1992). Radical ecology: The search for a liveable world. New York: Routledge.

Meyers, R., Brody, M., Dillon, J., Hart, P., Krasney, M., Monroe, M., et al. (2007). Towards creating an inclusive community of researchers: The first three years of the North American Association for Environmental Education research symposium. Environmental Education Research, 13(5), 639-661.

Middleton, S. (1992). Developing a radical pedagogy: Autobiography of a New Zealand sociologist of women's education. In I. Goodson (Ed.), Studying teachers' lives (pp. 18-50). New York: Teachers College Press.

Millennium Ecosystem Assessment. (2005). Ecosystems and human well-being: Synthesis - Millenium Ecosystem Assessment (MA). Washington, DC: Island Press.

Milton, R. (1996). Alternative science: Challenging the myths of the scientific establishment. Rochester, VT: Park Street Press.

Minh-Ha, T. (2006). Media and meaning. Guest Lecture at University of Regina, Regina, Saskatchewan.

Montgomery, P. (2008). Plant spirit healing: A guide to working with plant consciousness. Rochester, VT: Bear & Company.

Morgan, D. (2003). Appropriation, appreciation, accommodation: Indigenous wisdoms and knowledges in higher education. International Review of Education, 49(1-2), 35-49.

Morgan, W. (2000). Electronic tools for dismantling the master's house: Poststructuralist feminist research and hypertext poetics. In E. St. Pierre, & W. Pillow (Eds.), Working the ruins: Feminist poststructural theory and method in education (pp. 130-149). New York: Routledge.

Morrison, K. (2000). The cosmos as intersubjective: Native American other-than-human persons. In G. Harvey (Ed.), Indigenous religions: A companion (pp. 23-36). London: Cassell.

Murphy, M. (1992). The evolution of embodied consciousness. In J. Ogilvy (Ed.), Revisioning Philosophy (pp. 73-96). New York: SUNY.

Nadasdy, P. (2007). The gift in the animal: The ontology of hunting and human-animal sociality. American Ethnologist, 3(1), 25-43.

Neilsen, L. (2004). Aesthetics and knowing: Ephemeral principles for a groundless theory. In A. Cole, L. Neilsen, G. Knowles & T. Lucianie (Eds.), Provoked by art: Theorizing arts-informed research (pp. 44-49). Halifax, NS: Backalong Books & Centre for Arts-informed Research.

Newbery, L. (2003). Will any/body carry that canoe? A geography of the body, ability and gender. Canadian Journal of Environmental Education, 8, 204-216.

Njio, T. (2006, June). Yuen method level 1 course. Moose Jaw, SK, Canada.

Njio, T., & Yuen, K. (2006, October). Yuen method level 1-2 course. Saskatoon, SK, Canada.

Nolan, K. (2001). Shadowed by light, knowing by heart: Preservice teachers images of knowing (in) math and science. Unpublished doctoral dissertation, University of Regina, Regina, SK.

Nolan, K. (2005). Publish or cherish? Performing a dissertation in/between research spaces. In R. Barnett (Ed.), Reshaping universities: New relationships between research, scholarship and teaching (pp. 119-135). Great Britain: Open University Press.

Nolan, K. (2007). How should I know? Preservice teachers' images of knowing (by heart) in mathematics and science. The Netherlands: Sense Publishers.

Oberg, A. (2003). Paying attention and not knowing. In E. Hasebe-Ludt, & W. Hurren (Eds.), Curriculum intertext: Place/language/pedagogy (pp. 124-129). New York: Peter Lang.

Oberndorfer, E. (2000). Education and the development of the individual: Earth education in the context of the Bronte Creek project. Unpublished undergraduate thesis, McMaster University, Hamilton, ON.

O'Donoghue, R., & Lotz-Sisitka, H. (2005). Towards a better grasp of what matters in view of 'the posts'. Environmental Education Research, 11(4), 445-454.

O'Murchu, D. (1997). Quantum theology: Spiritual implications of the new physics. New York: Crossroad Theology.

O'Riley, P. (2003). Technology, culture, and socioeconomics: A rhizoanalysis of educational discourses. New York: Peter Lang.

O'Riley, P., & Cole, P. (2009). coyote and raven talk about the land/scapes. In M. McKenzie, H. Bai, P. Hart & B. Jickling (Eds.), Fields of green: Restorying culture, environment, and education (pp. 125-134). Cresswell, NJ: Hampton Press.

O'Sullivan, E. (1999). Transformative learning: Educational vision for the 21st century. Toronto: OISE/UT Press.

Oulton, C., & Scott, W. (2000). Environmental education: A time for re-visioning. In B. Moon, S. Brown & M. Ben-Peretz (Eds.), Routledge international companion to education (pp. 489-501). New York: Routledge.

Palmer, J. (1998). Environmental education in the 21st century: Theory, practice, progress and promise. New York: Routledge/Falmer.

Palmer, J., Suggate, J., Bajd, B., Hart, P., Ho, R., Ofwono-Orecho, J. K. W., et al. (1998). An overview of significant influences and formative experiences on the development of adults' environmental awareness in nine countries. Environmental Education Research, 4(4), 445-464.

Palmer, J., Suggate, J., Robottom, I., & Hart, P. (1999). Significant life experience and formative influences on the development of adults' environmental awareness in the UK, Australia, and Canada. Environmental Education Research, 5(2), 181-200.

Payne, P. (2003). The technics of environmental education. Environmental Education Research, 9(4), 525-541.

Payne, P. (2005a). "Ways of doing", learning, teaching, and researching. Canadian Journal of Environmental Education, 10, 108-124.

Payne, P. (2005b). Lifeworld and textualism: Reassembling the researcher/ed and 'others'. Environmental Education Research, 11(4), 413-431.

Peat, D. (2005). Blackfoot physics: A journey into the Native American universe. Grand Rapids, MI: Phanes Press.

Peterson, A. (2001). Being human: Ethics, environment, and our place in the world. Los Angeles: University of California Press.

Piirto, J. (2002). The question of quality and qualifications: Writing inferior poems as qualitative research. Qualitative Studies in Education, 15(4), 431-445.

Pike, S., Haberman, D., & Taylor, B. (2008, January). Sacred trees and their humans: A panel discussion. Presented at the 2nd International Conference for the International Society for the Study of Religion, Nature, and Culture, Morelia, Mexico.

Pillow, W. (2000). Exposed methodology: The body as a deconstructive practice. In E. St. Pierre, & W. Pillow (Eds.), Working the ruins: Feminist poststructural theory and methods in education (pp. 199-219). New York: Routledge.

Pillow, W. (2003). Confession, catharsis, or cure? Rethinking the uses of reflexivity as methodolgical power in qualitative research. International Journal of Qualitative Studies in Education, 16(2), 175-196.

Plumwood, V. (1993). Feminism and the mastery of nature. New York: Routledge.

Plumwood, V. (2002). Environmental culture: The ecological crisis of reason. New York: Routledge.

Price, L. (2005). Playing musement games: Retroduction in social research, with particular reference to Indigenous knowledge in environmental and health education. South African Journal of Environmental Education, 22, 87-96.

Probyn, E. (2003). The spatial imperative of subjectivity. In M. Anderson, S. Domosh, N. Pile & N. Thrift (Eds.), Handbook of cultural geography (pp. 290-299). London: Sage.

Protopsaltis, A. (2008). Reading strategies in hypertexts and factors influencing hyperlink selection. Journal of Educational Multimedia and Hypermedia, 17(2), 19-213.

Razack, S. (1993). Storytelling for social change. In H. Bannerji (Ed.), Returning the gaze: Essays on racism, feminism and politics (pp. 83-100). Toronto: Sister Vision Press.

Razack, S. (2001). The gaze from the other side: Storytelling for social change. In S. Razack (Ed.), Looking white people in the eye: Gender, race, and culture in courtrooms and classrooms (pp. 36-55). Toronto: University of Toronto Press.

Redden, J. (2005). Communication, attunement, and resonance. The Canadian Journal of Herbalism, 26(1), 1-2.

Reason, P. (1996). Reflections on the purposes of human inquiry. Qualitative Inquiry, 2, 58-72.

Reid, A. (2003). Sensing environmental education research. Canadian Journal of Environmental Education, 8, 9-30.

Reid, A., & Scott, W. (2006). Researching education and the environment: An introduction. Environmental Education Research, 12(3-4), 239-246.

Reid, A. (2007). Researching education and the environment: Retrospect, prospect, reflection and challenge. Opening address presented at the 9th Invitational Seminar on Research and Development in Environmental and Health Education. Monte Verita, Switzerland.

Rendon, L. (2000). Academics of the heart: Reconnecting the scientific mind with the spirit's artistry. Review of Higher Education, 24(1), 1-13.

Richardson, L. (1990). Writing strategies: Reaching diverse audiences. London: Sage.

Richardson, L. (1997). Fields of play: Constructing an academic life. New Brunswick, NJ: Rutgers University Press.

Richardson, L. (1998). The politics of location: Where am I now? Qualitative Inquiry, 4(1), 41-48.

Richardson, L. (2002a). Poetic representation of interviews. In J. Gubrium, & J. Holstein (Eds.), Handbook of interview research: Context and method (pp. 877-891). Thousand Oaks: Sage.

Richardson, L. (2002b). Skirting a pleated text: De-disciplining an academic life. In N. Denzin, & Y. Lincoln (Eds.), The qualitative inquiry reader (pp. 39-50). Thousand Oaks: Sage.

Richardson, L., & St. Pierre, E. (2005). Writing: A method of inquiry. In N. Denzin, & Y. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 959-978). Thousand Oaks, CA: Sage.

Rickinson, M. (2001). Learners and learning in environmental education: A critical review of the evidence. Environmental Education Research, 7(3), 203-320.

Robottom, I., & Hart, P. (1993). Towards a meta-research agenda in science and environmental education. International Journal of Science Education, 15(5), 591-605.

Robottom, I. (1991). Technocratic environmental education: A critique and some alternatives. Journal of Experiential Education, 14(1), 20-26.

Robottom, I. (2005). Critical environmental education research: Re-engaging the debate. Canadian Journal of Environmental Education, 10, 62-78.

Robottom, I., & Hart, P. (1993). Research in environmental education: Engaging the debate. Geelong, Australia: Deakin University Press.

Ruether, R. (1993). Ecofeminism: Symbolic and social connections of the oppression of women and the domination of nature. In C. Adams (Ed.), Ecofeminism and the sacred (pp. 13-39). New York: Continuum.

Russell, C. (1999). Problematizing nature experience in environmental education: The interrelationship of experience and story. Journal of Experiential Education, 22(3), 123-128, 137.

Russell, C. (2005). "Whoever does not write is written": The role of "nature" in post-post approaches to environmental education. Environmental Education Research, 11(4), 433-443.

Russell, C. (2006a, November). Closing address. North American Association of Environmental Education Annual Research Symposium, Minneapolis, MN.

Russell, C. (2006b). Working across and with methodological difference in environmental education research. Environmental Education Research, 12(3-4), 403-412.

Russell, C., & Barrett, M. J. (2002, October). Secondary school integrated environmental studies programs in Ontario. Paper presented at the Annual Meeting of the Association of Experiential Education. 30th Annual Conference, St. Paul, MN.

Russell, C., & Burton, J. (2000). A report on an Ontario secondary school integrated environmental studies program. Canadian Journal of Environmental Education, 5, 287-304.

Russell, C., & Hart, P. (2003). Exploring new genres of inquiry in environmental education research. Canadian Journal of Environmental Education, 8, 500-508.

Russell, C., & Hodson, D. (2002). Whalewatching as critical science education? Canadian Journal of Science, Mathematics and Technology Education, 2(4), 485-504.

Russell, C., Plotkin, R., & Bell, A. (1998). Merge/emerge: Collaboration in graduate school. In J. Stephens Mink, & E. G. Peck (Eds.), Common ground feminist collaboration in the academy (pp. 141-153). New York: State University of New York.

Salih, S. (2004). Changing the subject: Judith Butler's politics of radical signification. [Part of an] Interview. In S. Salih & J. Butler (eds.), The Judith Butler reader (pp. 336-353). Oxford, U.K.: Blackwell Publishing.

Sammel, A. (2004). Teachers' understandings and enactments of social and environmental justice issues in the classroom: What's 'critical' in the manufacturing of road smart squirrels? Unpublished doctoral dissertation, University of Western Ontario, London, ON.

Sandilands, C. (1999). The good-natured feminist: Ecofeminism and the quest for democracy. Minneapolis: University of Minnesota Press.

Sandilands, C. (2002, May). Passionate nationalism, limited vision: A reading of Roberta Bondar's park photography. Paper presented at the Annual Meeting of the Environmental Studies Association of Canada, Toronto, ON.

Sandlos, J. (2002, May). Still life with bison: The absence of eighty years of human buffalo management and manipulation in Roberta Bondar's photographs of Wood Buffalo National Park. Paper presented at the Annual Meeting of the Environmental Studies Association of Canada, Toronto, ON.

Sarup, M. (1993). An introductory guide to post-structuralism and postmodernism. (2nd Ed.). Athens, GA: University of Georgia Press.

Sauvé, L. (2005). Currents in environmental education: Mapping a complex and evolving pedagogical field. Canadian Journal of Environmental Education, 10, 11-37.

Saxe, J. G. (1873). The blind men and the elephant. In J. Saxe (Ed.), The poems of John Godfrey Saxe, complete edition (pp. 77-78). Cambridge, MA: University Press: Welch, Bigelow, & Co.

Schick, C. (2000a). 'By virtue of being white': Resistance in anti-racist pedagogy. Race Ethnicity and Education, 3(1), 83-102.

Schick, C. (2000b). White women teachers accessing dominance. Discourse: Studies in the Cultural Politics of Education, 21(3), 299-309.

Schick, C. (2004). Disrupting the binaries of self and other: Anti-homophobic pedagogies for student teachers. In J. McNinch, & M. Cronin (Eds.), "I could not speak my heart": Education and social justice for gay and lesbian youth (pp. 243-254). Regina, SK: Canadian Plains Research Centre, University of Regina.

Schick, C., & St. Denis, V. (2005). Troubling national discourses in anti-racist curricular planning. Canadian Journal of Education, 28(3), 295-317.

Schuerich, J. (1997). Research method in the postmodern. London: Falmer Press.

Schweisfurth, M. (2006). Education for global citizenship: Teacher agency and curricular structure in Ontario schools. Educational Review, 58(1), 41-50.

Scott, J. (1988). Deconstructing equality-versus-difference: Or, the uses of poststructuralist theory for feminism. Feminist Studies, 14(1), 33-50.

Scott, J. (1991). Experience. In J. Butler & J. Scott (Eds.), Feminists theorize the political. New York: Routledge.

Scott, W., & Gough, S. (2003). Sustainable development and learning: Framing the issues. London: RoutledgeFalmer.

Seed, J., Macy, J., Fleming, P., & Naess, A. (1988). Thinking like a mountain: Towards a council of all beings. Philadelphia, PA: New Society Publishers.

Segall, A. (2002). Disturbing practice: Reading teacher education as text. New York: Peter Lang.

Shahjahan, R. (2005). Spirituality in the academy: Reclaiming from the margins and evoking a transformative way of knowing in the world. International Journal of Qualitative Studies in Education, 18(6), 685-711.

Sheldrake, R. (1999). Dogs that know when their owners are coming home: And other unexplained powers of animals. New York: Crown.

Sheldrake, R. (2003). The sense of being stared at: And other aspects of the extended mind. New York: Crown publishers.

Sheldrake, R., & Smart, P. (2000). A dog that seems to know when his owner is coming home: Videotaped experiments and observations. Journal of Scientific Exploration, 14, 233-255.

Shildrick, M. (2002). Embodying the monster: Encounters with the vulnerable self. London: Sage.

Shiva, V. (2000). Foreword: Cultural diversity and the politics of knowledge. In G. Dei, B. Hall & D. Rosenberg (Eds.), Indigenous knowledges in global context: Multiple readings of our world (pp. vii-x). Toronto: University of Toronto Press.

Simpson, J. (Ed.). (2007). Oxford English dictionary (online ed.). Oxford, UK: Oxford University Press.

Sinner, A., Leggo, C., Irwin, R., Gouzouasis, P., & Grauer, K. (2006). Arts-based educational research dissertations: Reviewing the practices of new scholars. Canadian Journal of Education, 29(4), 1223-1270.

Smith, D. (1998). An Athapaskan way of knowing: Chipewyan ontology. American Ethnologist, 25(3-4), 412-432.

Smith, G. (2002a). Going Local. Educational Leadership, September, 30-33.

Smith, G. (2002b). Place-based education. Phi Delta Kappan, 83(8), 584-595.

Smith, P. (2004). When animals speak: Advanced interspecies communication. San Francisco: Council Oak Books.

Smith, P. (2006). Animal communication mastery series [CD]. Prescott, AZ: Anima Mundi Incorporated.

Somerville, M. (1999). Body/landscape journals. North Melbourne, AU: Spinifex Press.

Somerville, M. (2004). Tracing bodylines: The body in feminist poststructural research. International Journal of Qualitative Studies in Education, 17(1), 47-63.

Spivak, G. (1988). Can the subaltern speak? In C. Nelson, & L. Grossberg (Eds.), Marxism and interpretation of culture (pp. 271-313). London: Macmillan Education.

St. Pierre, E. (2000). Poststructural feminism in education: An overview. International Journal of Qualitative Studies in Education, 13(5), 477-515.

St. Pierre, E., & Pillow, W. (2000). Introduction: Inquiry among the ruins. In E. St. Pierre, & W. Pillow (Eds.), Working the ruins: Feminist poststructural theory and methods in education (pp. 1-27). New York: Routledge.

St. Pierre, E., & Roulston, K. (2006). The state of qualitative inquiry: A contested science. International Journal of Qualitative Studies in Education, 19(6), 673-684.

Stapp, H. (1995). Why classical mechanics cannot naturally accommodate consciousness but quantum mechanics can. Psyche, 2(5), July 20, 2008.

Starhawk. (2004). The earth path: Grounding your spirit in the rhythms of nature. New York: HarperCollins.

Stevenson, R. (1987). Schooling and environmental education: Contradictions in purpose and practice. In I. Robottom (Ed.), Environmental education: Practice and possibility (pp. 69-82). Victoria, Australia: Deakin University Press.

Stevenson, R. (2007a). Editorial. Environmental Education Research, 13(2), 129-138.

Stevenson, R. (2007b). Schooling and environmental/sustainability education: From discourses of policy and practice to discourses of professional learning. Environmental Education Research, 13(2), 265-285.

Stirling, S. (2003). Whole systems thinking as a basis for paradigm change in education: Explorations in the context of sustainability. Unpublished doctoral dissertation, University of Bath, Bath, UK.

Stirling, S. (2007). Riding the storm: Towards a connective cultural consciousness. In A. Wals (Ed.), Social learning towards a sustainable world (pp. 63-82). Wageningen, Netherlands: Wageningen Academic Publishers.

Stuckey, P. (2008, January). Beyond mind-matter dualism: Exploring the philosophy of worldviews. Paper presented at the 2nd International Conference of the International Society for the Study of Religion, Nature and Culture, Morelia, Mexico.

Stuckey, P., Barrett, M.J., Hogan, L., Pete, S. (2009, July). Animism as a path to decolonizing the academy. Panel presentation at the 3rd International Conference of the International Society for the Study of Religion, Nature and Culture. University of Amsterdam, Amsterdam, NL.

Sturgeon, N. (1997). Ecofeminist natures: Race, gender, feminist theory, and political action. New York: Routledge.

Swimme, B., & Berry, T. (1992). The universe story: From the primordial flaring forth to the ecozoic era, a celebration of the unfolding of the cosmos. San Francisco: Harper Collins.

Taylor, B. (2009). Dark green religion: Nature spirituality and the planetary future. Berkeley, CA: University of California Press.

Thomashow, M. (1996). Ecological identity: Becoming a reflective environmentalist. Cambridge, MA: MIT Press.

Thompson, G. (2004). Environmental education in Alberta: Barriers and bridges. EECOM News, 3.

Tompkins, P., & Bird, C. (1973). The secret life of plants. New York: Harper & Row.

Tuhiwai- Smith, L. (1999). Decolonizing methodologies: Research and Indigenous peoples. New York: Zed Books.

Turner, E. (1992). Experiencing ritual: A new interpretation of African healing. Philadelphia: University of Pennsylvania Press.

Turner, E. (1993/2003). The reality of spirits. In G. Harvey (Ed.), Shamanism: A reader (pp. 145-152). London: Routledge.

Turner Hospital, J. (1995). The last of the Hapsburgs. In J. Turner Hospital (Ed.). Collected stories 1970-1995. St. Lucia, Australia: University of Queensland Press.

Vickers, M. (2002). Researchers as storytellers: Writing on the edge – without a safety net. Qualitative Inquiry, 8(5), 608-621.

Visweswaran, K. (1994). Fictions of feminist ethnography. Minneapolis, MN: University of Minnesota.

Wackernagel, M., & Rees, W. (1996). Our ecological footprint: Reducing human impact on the earth. Gabriola Island, BC: New Society Publishers.

Walker, K. (1997). Challenging critical theory in environmental education. Environmental Education Research, 3(2), 155-162.

Walkerdine, V. (1990). Schoolgirl fictions. New York: Verso.

Wallis, R. (1999). Altered states, conflicting cultures: Shamans, neo-shamans and academics. Anthropology of Consciousness, 10(2), 41-49.

Wallis, R. (2000). Queer shamans: Autoarchaeology and neo-shamanism. World Archaeology, 32(2), 252-262.

Wals, A. (Ed.). (2007). Social learning: Towards a sustainable world. Wageningen, Netherlands: Wageningen Academic Publishers.

Walter, M. N., & Fridman, J. N. (Eds.). (2004). Shamanism: An encyclopedia of world beliefs, practices, and culture. Denver, CO: ABC-CLIO.

Watson, G. (2006). Wild becomings: How the everyday experience of common wild animals at summer camp acts as an entrance to the more-than-human world. Canadian Journal of Environmental Education, 11, 127-142.

Weedon, C. (2004). Feminist practice and poststructuralist theory (2nd ed.). Oxford: Blackwell Publishing.

Weiler, K. (1995). Remembering and representing life choices: A critical perspective on teachers' oral history narratives. In P. McLaren, & J. Giarelly (Eds.), Critical Theory and Educational Research (pp. 127-143). New York: State University of New York Press.

Weston, A. (1996). Deschooling environmental education. Canadian Journal of Environmental Education, 1, 35-46.

Weston, A. (2004). What if teaching went wild? Canadian Journal of Environmental Education, 9, 31-46.

Wheatley, M. (2000), summer). Disturb me, please! [Electronic version]. The Works: Your Source to being Fully Alive, Retrieved November 14, 2006 from http://www.berkana.org/resources/disturbme.html

White, L. (1967, March). The historical roots of our ecologic crisis. Science 10, 1203-1207.

White, M. (1982). Mirrors, messages, manifestations. New York: Aperture.

Whitehouse, H. (2000). Talking up country: A study of the discursive production of environmental meanings in tropical Australia. Unpublished doctoral dissertation, James Cook University, Brisbane.

Whitehouse, H. (2001). 'Not greenies' at school: Investigating the discourses of environmental activism in regional Australia. Australian Journal of Environmental Education, 17, 71-76.

Whitehouse, H. (2002). Landshaping: A concept for exploring the construction of environmental meanings within tropical Australia. Australian Journal of Environmental Education, 18, 57-62.

Williams, M. (2005). Beyond words: Talking with animals and nature. Novato, CA: New World Library.

Wilson, S. (2008). Research is ceremony: Indigenous research methods. Halifax, N.S.: Fernwood Publishing.

Witt, N. (2006, March). Possibilities of integrating Aboriginal education: Interpreting low-context (western) and high context (holistic) learning. Presentation for Saskatchewan Instructional Development Unit, University of Saskatchewan, Regina, SK, Canada.

Wood, L., & Kroger, R. (2000). Doing discourse analysis: Methods for studying action in talk and text. Thousand Oaks, CA: Sage.

Young, D. E., & Goulet, J. (1994). Being changed: The anthropology of extraordinary experience. Peterborough, ON: Broadview Press.

Yuen, K. (1998). Instant healing: The quickest and least expensive way to health. Cango Park, CA: Yuen Energetics/Shaolin Press.

Yuen, K. (2001). Yuen energetics: Chinese energetic medicine official manual. Cango Park, CA: Yuen Energetics/Shaolin Press.

Yuen, K. (2003). Instant pain elimination: How to stop the pain you feel in 2 minutes or less. Cango Park, CA: CEM Publishers.

Yuen, K. (2007). Dr. Kam Yuen's Yuen Method of Chinese Energetics [CD]. Cango Park, CA: Yuen Energetics/Shaolin Press.