ESCI Braid

How can we explain a person as eco-literate? What an interesting question. I don’t think there is one correct way that we can define Eco-literacy or an Eco-literate person and it showed in our small groups while sharing our poems or love letters. In our small group we were able to see how each person took different ways to do the actual writing whether they did it as a poem or whether it was a letter. We were also able to see how each of us had a different perspectives in regards to the themes of our writings. Throughout the group readings there were a lot of similar and different themes and thoughts.

“Will you hold the end of the bundle while I braid? Hands joined by grass, can we bend our heads together and make a braid to honor the earth? And then I’ll hold it for you, while you braid, too” (Kimmerer, 2013).

In my own way to describe an eco-literate person I wrote a love letter to my dog Tucker. I wrote themes of protection and respect in my letter which is one main theme that stood out to me in some of my classmates readings. One of my classmates that was similar to my own was Rashelle. Rashelle also wrote a letter to her dog. The ways that we explained our dogs being eco-literate was their love for the outside world. Rashelle said in her letter, “If more people could see the environment through possibly the purest lens, your eyes, it would look entirely different, and we wouldn’t have to worry about losing our home.” I made a similar statement when I said “You inspire me every day to continue to protect the environment, so you forever have a place to explore.”  The way that a dog is eco-literate would be different than a human. The innocence of a dog not knowing the world could come crumbling down around them is proof the world should be protected. Thinking about how a dog is pure to the world made me think that their is hope for our planet. It made me think that if people could love and respect the environment like a dog does we can help to make the planet to be in better shape and to help put an end to climate change.

Regan’s stood out to me in a way that was different from anyone else in the class. She wrote hers to an Indigenous person. While the theme or respect was similar the way of respect was different. Regan made her post of how she thought Indigenous people are eco-literate and it’s not something I thought of in my post but it is true. She said “Respecting, all that earth has to offer, Utilizing every natural element for every aspect of life.” What stood out to me was that we now to do not use everything we take. We often use way more than is given to us and it is taking away from our environment. It made me sad how people have lived on this planet for so many years and then we are ruining it. It also gives me hope for when students like us understand this and take that leap to make a difference.

From my own letter and reading and hearing other students poems and letter it has made me think that bold claim that “All education is Environmental Education.” It made me think of Robin Kimmerer’s story of how she took her own students out to experience the environment in a hands on way. I think that having more hands on environmental education can help people to understand that they need to take that leap to better our planet.

“This braid is woven from three strands: indigenous ways of knowing, scientific knowledge, and the story of an Anishinabekwe scientist trying to bring them together in service to what matters most” (Kimmerer, 2013).

Kimmerer, R. W. (2013). Braiding sweetgrass: indigenous wisdom, scientific knowledge, and the teachings of plants. Minneapolis, MN: Milkweed Editions

Luypaert, R. (2018). Eco-literate poem – No judgement zone. Retrieved February 11, 2018, from

Parcher, R (2018). CJ #3: Dear Max. Retrieved February 12, 2018, from

Roney, R. (2018). Ecoliterate love letter: Dear Tucker.. Retrieved February 12, 2018, from








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