(w)here is here?: variations on voice and location in environmental education

This paper revolves around the question “where is here?”, a question that has implications for the politics of self and politics of place. Implications for how we think about ourselves in place, in relationality to other perspectives and epistemic positions, and specifically in relationship to specific geographical, socio-political, and historical structures. Attending to place and emplacement can help us to uncover and celebrate the vitality of particular, incomplete knowledge(s). In working to unsettle universal and hegemonic conceptions of how and what we know, this paper employs a polyphonic and queer logic, which is to say that the many voices and perspectives of this capstone are irreducible, and not fully locatable; the boundaries between them are blurred and porous and mobile. These voices will always be moving, shifting, impossible to pin or fix in place