Jean Kayira

Core Faculty
Department of Environmental Studies

Courses Taught

Antioch University New England

Spring 2015

ESE- 517: Urban Environmental Education 

Cities are home to the vast majority of citizens around the world and hold great potential for sustainable living. Urban areas offer environmental educators the unique opportunity to reach large masses of people, utilize a vast array of rich human/cultural resources, and study interesting ecological dynamics. We are also witnessing a global crisis, as many youth and adults are living in urban poverty.  At the same time, evidence suggests that connecting with the natural world positively impacts emotional, physical, psychological and communal well-being. A healthy built environment and strong social networks also impact quality of life and intersect with issues of social justice. This class explores the theory and practice of environmental education efforts in various urban contexts. We will investigate different aspects of urban living and sustainability, such as building design, energy, transportation, wildlife and food. Identifying and applying skills for effectively engaging learners across the lifespan in different urban learning contexts will be examined. Field trips, guest speakers, case studies and class projects explore the challenges, opportunities and skills necessary to be effective educators in urban settings.

ES- 776-A: Dissertation Seminar 

Dissertation Seminar is designed to provide support and consultation for students in the process of carrying out their doctoral dissertation research, including analyzing data, writing chapters, or preparing for the dissertation defense. Students, along with the instructor, are intended to serve as a peer community, providing support, advice, and critique.

The primary goal of this session of Dissertation Seminar is to complete a high quality manuscript for one dissertation chapter or a similar substantial piece of writing (e.g. survey instrument, interview guide).

Fall 2014, 2013

ES 605: Citizen Participation & Sustainable Communities 

Environmental issues feature scientific uncertainty and complexity, as well as diverse stakeholder values. As conservationists, resource managers, educators and advocates, how can we effectively engage citizens in the process of creating environmentally healthy, culturally rich, and economically strong communities through collective decision making and actions? This course combines theory and practice to increase students’ understanding of sustainable community development; citizen participation; collaboration; scientific, local, practical and indigenous knowledge; and analytic-deliberative processes. We will analyze case studies in conservation and sustainability from around the world to illustrate and critique theoretical concepts. In addition, students will develop practical skills in specific methods of citizen engagement.

ES 728: Research Strategy II

Qualitative inquiry has unique capacity to describe social behavior and process, uncover causal linkages, interpret meaning and significance, and build robust, empirical theory. Doing qualitative research involves more than mastering technical aspects of methods. It also requires grounding methodological decisions in a theoretical perspective and engaging ethical and political dimensions of doing research with others in social settings. This course offers an introduction to qualitative inquiry as it applies to environmental studies and related phenomena. It explores the theoretical and philosophical underpinnings of particular traditions (e.g., ethnography, grounded theory, case studies, participatory research, Indigenous methodology research) and builds practical competence with specific research skills (e.g., interviews, observation, field notes, analysis). Additional contact hours will be met by specific course work designed to be completed online.

Summer 2014

ES- 776-A: Dissertation Seminar 

Dissertation Seminar is designed to provide support and consultation for students in the process of carrying out their doctoral dissertation research, including analyzing data, writing chapters, or preparing for the dissertation defense. Students, along with the instructor, are intended to serve as a peer community, providing support, advice, and critique.

The primary goal of this session of Dissertation Seminar is to complete a high quality manuscript for one dissertation chapter or a similar substantial piece of writing (e.g. survey instrument, interview guide).

Spring 2014

ESE- 549: Place-based Environmental Education 

In this course we will study the relationships between placed-based education, sense of place, and community.  We will consider a variety of questions as we explore the value and challenges of place-based education, using Keene and its neighborhoods as our place of study. For example: What do the phrases “place-based education” and “sense of place” mean? What is the role of place in learning: Its histories, present-day realities, and futures? How can we, as environmental educators, work together with our students in developing sense of place? How do we develop sense of place in the face of globalization and homogenization of cultures?

ESE- 514-A: Program Planning and Design 

Relevant to anyone working in an educational capacity, this course is designed to provide an overview of topics related to environmental education (EE) program planning and design, especially in non-formal settings. We will use the terms “program planning” and “curriculum design” somewhat interchangeably in this course, as both terms relate to designing learning experiences at various scales in diverse contexts. “Curriculum Design” is a formidable pair of words. It means that one is planning a course of study or learning experience, typically for another person or group of people, that may change the way another thinks, feels, and behaves.

University of Saskatchewan

Summer 2013

EFDT 885: Investigations in Culture and Environment

The course seeks to encourage thoughtful and critical engagement with a range of literatures and experiences related to what it means to develop understandings and actions concerned with the ecological. Through exploring a breadth and diversity of sources in areas such as cultural geography, sociology, philosophy, postcolonial studies, environmental justice, the arts, and education; participants develop more in-depth and comprehensive understandings of related fields of inquiry and of how their research and practice can build on and into this existing work.

Winter 2013

 EFDT 435: Critical Perspectives in Educational Thought and Values

The course encourages deepening understandings of learning and teaching, and of the complex roles schools and teachers play in society and in the lives of learners.

Summer 2011

EFDT 478: Urban Education

The course focuses on how urban experiential and community-based learning can contribute to both personal and educational decolonization and re-inhabitation in relation to social and ecological justice issues in a local urban context.