This work conceives of critical ecohermeneutics as an ecopoetic encounter with the world aimed at germinating place-based approaches to education informed by a sense of resonant interrelationality. Ecohermeneutic inquiry aims to inspire an ecological ethos by eliciting attention to our interwoven ecological-ontological relationality with an animate more-than-human world. Utilizing mycelium as a central metaphor, I envisage this process as mycoremedial; enacting both a deliquescent and remedial effect on the calcified epistemic norms of modernity. Drawing upon the hermeneutic tradition, I address the cultural-linguistic historicity informing our being-in-the-world and consider the role of metaphor in provoking ontological attention and cultural transformation. I juxtapose ecopoetics and ecolinguistics in order to work towards a critical, yet lyrical, ecology of language and offer a modest ecoexegetical rendering of the hermeneutic tradition itself. Finally, an ecohermeneutic approach to curriculum is conceived as re-indigenization, a return to place-based consciousness, that necessarily entails decolonization and ethical relationality.
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Thesis advisor: Fettes, Mark
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