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Curriculum as Bioregional Text: Place, Experience, and Sustainability

By Nathan Hensley

In this article I articulate what it means to understand curriculum as bioregional text. I utilize a theoretical mode of inquiry to explicate the values of bioregional education while integrating the discussion into the reconceptualized field of Curriculum Studies. The discussion addresses the value of direct experience, in our bioregion, and explains the significant contribution that can be drawn from developing a clearer understanding of our bioregional autobiography.

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CIDER: An Acronym for Understanding the Educational Possibilities for Bioregionalism

By Nathan Hensley

This article provides an overview of the primary themes embedded within bioregionalism. The framework for the paper is built around the CIDER acronym—compiled by the author—and includes: Connecting to our “life place,” inquiring into the interplay of cultural and ecological landscapes within the bioregion, decentralizing, emphasizing natural boundaries, reinhabiting as a culminating concept and practice. The CIDER acronym is then discussed in the context of applying bioregional thinking and practice to the broad field of education.

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