Exploring Human-Animal Relationships Exploring Human-Animal Relationships Through Environmental Education:Through Environmental Education:

Collaborating with the Namibian Cheetah Collaborating with the Namibian Cheetah Conservation Fund (CCF)Conservation Fund (CCF)

Courtney Van Dijk, Master of EducationCourtney Van Dijk, Master of EducationLakehead University, Thunder Bay, Ontario, CanadaLakehead University, Thunder Bay, Ontario, Canada

Photo courtesy of the CCF (2007)

Context of my StudyContext of my StudyThe CCF’s Education Center is located in the The CCF’s Education Center is located in the Waterberg plateau region of Namibia, near Waterberg plateau region of Namibia, near

Otjiwarongo. Founded in 1990, the CCF aims to Otjiwarongo. Founded in 1990, the CCF aims to assist in the survival of cheetahs by researching assist in the survival of cheetahs by researching cheetah ecology, biology and relationships with cheetah ecology, biology and relationships with

humans. Such research has enabled the humans. Such research has enabled the development of context-specific, environmental development of context-specific, environmental

education programs for Namibian children in education programs for Namibian children in farming communities.farming communities.

CCF Education Center (2007) Slide One of CCF online Educational Tour (2007)

My StudyMy Study

My upcoming research, beginning in September to October My upcoming research, beginning in September to October 2007, will focus on the lived experiences between children 2007, will focus on the lived experiences between children

and cheetahs in farming communities, as well as experiences and cheetahs in farming communities, as well as experiences with the CCF’s environmental education programs.with the CCF’s environmental education programs.

Using phenomenology, I will ask children to tell stories about Using phenomenology, I will ask children to tell stories about their relationships with cheetahs prior to and following their relationships with cheetahs prior to and following interactions with the CCF. I aim to explore if or how interactions with the CCF. I aim to explore if or how

children's relevant learning experiences in environmental children's relevant learning experiences in environmental education may encourage knowledge to be (re)constructed education may encourage knowledge to be (re)constructed

in ways meaningful to daily life.in ways meaningful to daily life.

Photos courtesy of the CCF (2007)

I think telling stories is an effective way for children to I think telling stories is an effective way for children to illustrate their lived experiences because stories are generally illustrate their lived experiences because stories are generally

familiar and comfortable ways for children to express their familiar and comfortable ways for children to express their thoughts, feelings and actions. thoughts, feelings and actions.

I will explore possibilities that relevant learning experiences I will explore possibilities that relevant learning experiences can encourage spaces to emerge for critically, reflectively can encourage spaces to emerge for critically, reflectively and practically considering what “environmental ethics” and practically considering what “environmental ethics”

means, as a way of knowing and valuing human relationships means, as a way of knowing and valuing human relationships with cheetahs.with cheetahs.

High School students participating in the CCF’s educational program (2007)

CCF health check on a sedated cheetah (2007)

Through phenomenology I will investigate how Through phenomenology I will investigate how children negotiate an understanding of children negotiate an understanding of “environmental ethics.”“environmental ethics.”

Questions I will consider:Questions I will consider:

What are the tacit meanings inherent in the What are the tacit meanings inherent in the ways children conceptualize and value ways children conceptualize and value relationships with cheetahs? relationships with cheetahs?

How do relevant learning experiences How do relevant learning experiences encourage children to conceptualize encourage children to conceptualize “environmental ethics”?“environmental ethics”?

Are the CCF’s environmental education Are the CCF’s environmental education programs considered relevant to farming life, programs considered relevant to farming life, and how so? and how so?

How, if at all, does the CCF’s programs How, if at all, does the CCF’s programs provide the spaces necessary for critically, provide the spaces necessary for critically, reflectively and practically considering what reflectively and practically considering what “environmental ethics” means?“environmental ethics” means?

How might my or the CCF’s understanding of How might my or the CCF’s understanding of “environmental ethics” affect the ways “environmental ethics” affect the ways children conceptualize and enact this term?children conceptualize and enact this term?

How does my role as a researcher affect How does my role as a researcher affect children’s experiences with cheetahs, the children’s experiences with cheetahs, the CCF, and considerations of “environmental CCF, and considerations of “environmental ethics?”ethics?”

How do my values affect my research How do my values affect my research journey?journey?

How do the values of others affect my How do the values of others affect my research journey?research journey?

Photo courtesy of the CCF (2007)

I hope children’s stories will illustrate how environmentally I hope children’s stories will illustrate how environmentally sensitive actions may be (re)constructed through context-sensitive actions may be (re)constructed through context-specific environmental education, to potentially assist in specific environmental education, to potentially assist in

human-cheetah co-existence in shared habitats. human-cheetah co-existence in shared habitats. However, However, I acknowledge that educational programs provided by the CCF may not be considered relevant to daily life, and

may or may not be received in the ways I or the CCF anticipates. Furthermore, I acknowledge that stories and

conceptions of “environmental ethics” may be influenced by the CCF, family, community, individual, or researcher values,

assumptions, and judgments about human-animal relationships, and thus may skew the research findings.

Photo courtesy of the CCF (2007)

Slide 75 of CCF online Educational Tour (2007)

Overall, I am eager and excited Overall, I am eager and excited to begin my research journey, to begin my research journey, to enrich my understanding of to enrich my understanding of

how context-specific how context-specific environmental education may environmental education may

affect the relationships affect the relationships between humans and the between humans and the

natural world, through natural world, through critically, reflectively and critically, reflectively and

practically considering practically considering environmental ethics.environmental ethics.

CCF Teacher Resource Guide cover, CCF (2007)

Dr Laurie Marker, Founder of the Cheetah Conservation Fund

ReferencesReferencesCheetah Conservation Fund (CCF). (2007). Retrieved on April 15, 2007 from Cheetah Conservation Fund (CCF). (2007). Retrieved on April 15, 2007 from

http://www.cheetah.org/http://www.cheetah.org/..Evernden, N. (1992). The Social Creation of Nature. Baltimore, Maryland: John Evernden, N. (1992). The Social Creation of Nature. Baltimore, Maryland: John

Hopkins University Press.Hopkins University Press.International Union for Conservation of Nature and Natural Resources (IUCN). International Union for Conservation of Nature and Natural Resources (IUCN).

(2006). Retrieved on October 28, 2006 from (2006). Retrieved on October 28, 2006 from http://www.iucn.org/http://www.iucn.org/..Jickling, B. (2003). Environmental ecducation and advocacy: revisited. Jickling, B. (2003). Environmental ecducation and advocacy: revisited. The The

Journal of Environmental EducationJournal of Environmental Education, , 3434(2), 20-27.(2), 20-27.Jickling, B. & Paquet, P. C. (2005). Wolf stories: Reflections on science, ethics Jickling, B. & Paquet, P. C. (2005). Wolf stories: Reflections on science, ethics

and epistemologies. and epistemologies. Environmental EthicsEnvironmental Ethics, , 2727, 115-134. , 115-134. Marker, L. (2000). Aspects of the ecology of the cheetah on North central Marker, L. (2000). Aspects of the ecology of the cheetah on North central

Namibian farmlands. Namibian farmlands. Journal 48Journal 48, 40-48. , 40-48. Marker, L. (2003). Aspects of cheetah (acinonyx jubats) biology, ecology and Marker, L. (2003). Aspects of cheetah (acinonyx jubats) biology, ecology and

conservation strategies on Namibian farmlands. PhD thesis, University of conservation strategies on Namibian farmlands. PhD thesis, University of Oxford.Oxford.

Marker, L. (2006). Marker, L. (2006). Conservation strategy for the long-term survival of the Conservation strategy for the long-term survival of the cheetahcheetah. Namibia: Cheetah Conservation Fund.. Namibia: Cheetah Conservation Fund.

Weintraub, B. A. (1995). Defining a fulfilling and relevant environmental Weintraub, B. A. (1995). Defining a fulfilling and relevant environmental education. education. Urban EducationUrban Education, , 33(30), 337-366.(30), 337-366.

Photo courtesy of the CCF (2007)