Current Students:

PhD: Viktoria Hinz, H. Max Pospisil. Viktoria and Max are both researching in the area of intuitive interspecies communication and its implications for intercultural reconciliation, wildlife management, education and research methodologies.

Masters: Jody Hanson's research will identify current thinking and practices in integrating the environment into social work practice in Saskatchewan, and develop a set of recommendations for increasing its inclusion. 


Master’s Students (completed):


Matt Harmin examined how a pedagogical focus on "epistemological stretching" contributes to transformative sustainability learning. This work has been published in Environmental Education Research: Harmin, M., Barrett, M.J., Hoessler, C. (2016). Stretching the boundaries of transformative sustainability learning: On the importance of decolonizing ways of knowing and relations with the more-than-human. Environmental Education Research  Abstract:

This paper chronicles students’ experiences of transformative sustainability learning through “epistemological stretching” -- a pedagogical orientation which focuses on expanding the ways of knowing that someone respects, understands, and/or engages with. With a particular emphasis on decolonizing relations between humans and the more-than-human, epistemological stretching enables students to articulate and critically engage with the epistemologies of their academic fields, gain new(old) perspectives on relations with the more-than-human, and interact with Indigenous knowledges in more effective and ethical ways. Students in this study experienced powerful learning outcomes in the following areas: reconceptualization of relationships, acknowledgement and deconstruction of power, and worldview bridging. Some students also received validation for ways of knowing that they previously engaged in but were unsure about expressing in academic contexts.

Matt now works as sustainability coordinator at Gaucher College, Baltimore, Maryland.

Christie Thomson used the reflective and iterative processes of action research together with feminist post-structural analysis to examine barriers to human-Nature relations at a spiritual level.  Specifically, she explores dominant discourses that act on middle years (grades 6-9) students and identified alternatives for student-Nature relations in a public school setting. Christie now works for Parks Canada, Banff, Alberta.

Michelle Flowers used multi-vocal autoethnography and art to examine the nature of energy healing from the healer’s perspective. She is now a full-time mother and artist.