This paper suggests a model of embodied environmental education grounded in participant interviews, fieldwork, scholarly literature, and the author's own embodied relationship with the natural world. In this article, embodiment refers to a process that stems from Indigenous Knowledges and theatre. Although Indigenous Knowledges and theatre resonate with the goals of environmental education, they rarely find full expression in such programs. The participants in this empirical research project suggest that embodiment has the potential to enrich environmental education by promoting personal connections with and responsibility for the environment.
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