ABSTRACT
This chapter provides an account of one approach to storytelling in the environmental communication classroom and, in doing so, illustrates a practice of transformative learning. It demonstrates how using Marshall Ganz's work on public narrative gave one teacher and her students a way to make visible the journey to action. He identifies three stories that comprise public narrative: story of self, story of us and story of now. In environmental communication, storytelling and "restorying" can play a critical role in the transformation of learners regarding environmental concerns. Critical self-refection, motivated by storytelling, addresses aspects of personal learning through the story of self. Using storytelling in the environmental communication classroom could be an important pedagogical tool in a process of shaping students' emergent identities as environmental activists. Likewise, in science communication, Dahlstrom notes that although narrative cannot substitute for scientific reasoning, storytelling may be an effective way to engage lay audiences in science.
