Nicholas (Nick) Stanger MA, PhD
Assistant Professor - Department of Environmental Studies
Huxley College of the Environment
Western Washington University
Co-Director - Redfish School of Change
Editor-in-chief - Summit to Salish Sea: Inquiries and EssaysbiographyNick works as an associate professor of environmental education at Huxley College of the Environment at Western Washington University. He completed his Doctorate at the University of Victoria in 2014 and was a Social Sciences and Humanities Council Doctoral Fellow. The main focus of his doctoral research revolved around the learning that occurs from revisiting significant childhood places (www.transformativeplaces.com), and their lasting effects on our lives. His research uses an educationalist lens and participatory techniques to understand environmental sociology, ecological identity, transformative places, and Indigenous responses to climate change. He pursues projects that utilize his unique background as an ecologist, conservationist, educator, and knowledge mobilizer, and look for ways to support participants and provide nuance and complexity to pressing issues. He aims to understand, mobilize, and help create space for Indigenous communities to tell their stories of resurgence, cultural adaptation, and sovereignty all while helping find pathways, protocol, and critical understandings amongst settler-colonial communities.teaching philosophyHis teaching philosophy is rooted in place-based, Indigenous pedagogy that revolves around three main areas, environmental studies (including ecological identity, experiential education, protected areas, ecology, and environmental citizenship education), ecological sociology (behavioural and emotional connections to nature, Indigenous knowledge, eco-sociological methodology), and ecological curriculum theory (authentic, project-based inquiry, and place-based education). He believes in engaging students in the tenets of positive psychology (pleasure, meaning, and engagement) within his courses and work with student-focused and student-empowerment techniques such as Socratic circles, Transformative Inquiry, and Open Space Technology that asks them to identify their interests, voices, and communications practices as a way to co-create curriculum.