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- Creators: School of Sustainability
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Geology and its tangential studies, collectively known and referred to in this thesis as geosciences, have been paramount to the transformation and advancement of society, fundamentally changing the way we view, interact and live with the surrounding natural and built environment. It is important to recognize the value and importance of this interdisciplinary scientific field while reconciling its ties to imperial and colonizing extractive systems which have led to harmful and invasive endeavors. This intersection among geosciences, (environmental) justice studies, and decolonization is intended to promote inclusive pedagogical models through just and equitable methodologies and frameworks as to prevent further injustices and promote recognition and healing of old wounds. By utilizing decolonial frameworks and highlighting the voices of peoples from colonized and exploited landscapes, this annotated syllabus tackles the issues previously described while proposing solutions involving place-based education and the recentering of land within geoscience pedagogical models. (abstract)
My dissertation addresses the rich variety of representations and embodiments by focusing on three central chapter topics: the history of tree representation and inclusion in dramatic literature and performance; interactions with living trees in gardens, parks, and other dramatic arenas; and individual plays and plants that have a particularly strong grasp on cultural imaginaries. Each chapter is followed by one or more corresponding case studies (the first chapter is followed by case studies on plants in musical theatre; the second on performing plants and collaborative performance events; and the last on the dance drama Memory Rings and the Methuselah tree). I conclude with a discussion of how the framework of synercentrism can aid in the disruption of terministic screens and facilitate reciprocal relationships with trees and other environmental agents.
Drawing on ethnographic research methods and critical-incident methodologies that involved the CHNs in the inquiry process, this study provides a nuanced analysis of the different kinds of work they do, the constraints they encounter, and how they creatively respond to such constraints in real time. The findings demonstrate that a collaborative engagement with critical incidents as a method of intercultural inquiry facilitates a more robust and dynamic understanding of the distributed nature of decision-making practices and ways of knowing. Embodying sensitivity to situated ways of knowing and dynamic practices in institutional settings, this study demonstrates the value of combining social science methodologies with rhetorical inquiry methods to conduct interdisciplinary and cross-institutional research to address pressing social problems in ways that benefit historically marginalized groups.