Dr. Nick Stanger


Environmental Studies

Associate Professor

(360) 650-2203


AH201, MS9085

Office Hours:

MW 1-2pm

Nick works as an assistant professor of environmental education at Huxley College of the Environment at Western Washington University. He completed his Doctorate at the University of Victoria in 2014 and was a Social Sciences and Humanities Council Doctoral Fellow. The main focus of his doctoral research revolved around the learning that occurs from revisiting significant childhood places (www.transformativeplaces.com), and their lasting effects on our lives. His research uses an educationalist lens and participatory techniques to understand environmental sociology, ecological identity, transformative places, and Indigenous responses to climate change. He pursues projects that utilize his unique background as an ecologist, conservationist, educator, and knowledge mobilizer, and look for ways to support participants and provide nuance and complexity to pressing issues. He aims to understand, mobilize, and help create space for Indigenous communities to tell their stories of resurgence, cultural adaptation, and sovereignty all while helping find pathways, protocol, and critical understandings amongst settler-colonial communities.

Research Interests

  • higher education and sustainability
  • Indigenous education research
  • childhood and adolescent (trans)formative places
  • environmental refugees
  • environmental education



Books and Manuscripts

Stanger, N.R.G. & Tanaka, M. (2012, 2017). Transformative Inquiry, 4.7 edition. iBook in Apple Bookstore for iPad. iBook available at www.transformativeinquiry.ca. 

Stanger, N. R. G. (2014). (Re)placing ourselves in nature: An exploration of how (trans)formative places foster emotional, physical, spiritual, and ecological connectedness. PhD, University of Victoria, Victoria, BC. Retrieved from http://hdl.handle.net/1828/5240 and iTunes: https://itunes.apple.com/us/book/re-placing-ourselves-in-nature/id858329456?ls=1&mt=11

Edited Volumes

Stanger, N.R.G. (Ed.). (2012). Healthy by Nature Conference proceedings. Vancouver, BC: BC Parks, The Child and Nature Alliance Society.

Refereed Journal Articles

Stanger, N. R. G., & Claxton, X. N. (2018). The Nick-Squared Test for Indigenous Education’s “Goodness of Fit” with Environmental Education in Canada. American Review of Canadian Studies, 1-13. doi:10.1080/02722011.2018.1502797

Stanger, N. R. G. (2016). When despair grows in us: Emotional learning in (trans)formative places. Canadian Journal of Environmental Education, 21, 145-162.

Gray, C., Gibbons, R., Larouche, R., Sandseter, E., Bienenstock, A., Brussoni, M., Chabot, G., Herrington, S., Janssen, I., Pickett, W., Power, M., Stanger, N., Sampson, M., & Tremblay, M. (2015). What Is the Relationship between Outdoor Time and Physical Activity, Sedentary Behaviour, and Physical Fitness in Children? A Systematic Review. International Journal of Environmental Research and Public Health 12, 6455-6474.

Brussoni, M., Gibbons, R., Gray, C., Ishikawa, T., Sandseter, E., Bienenstock, A., Chabot, G., Fuselli, P., Herrington, S., Janssen, I., Pickett, W., Power, M., Stanger, N., Sampson, M., & Tremblay, M. (2015). What is the Relationship between Risky Outdoor Play and Health in Children? A Systematic Review. International Journal of Environmental Research and Public Health 12, 6423-6454.

Stanger, N.R.G., & Beauchamp, J.V. (2015). Panarchy, transformation, and place: Exploring social change and resiliency through an ecological lens. The Trumpeter, 31(1).

Stanger, N. R. G., Tanaka, M., Tse, V., & Starr, L. (2013). Winter counts as transformative inquiry: The role of creative imagery as an interpretation of adaptive change. Complicity, 10(1/2), 87-110.

Stanger, N. R. G. (2011). Moving “eco” back into socio-ecological models: A proposal to reorient ecological literacy into human developmental models and school systems. Human Ecology Review, 18(2), 167-173. 

Stanger, N. R. G. (2011). The intertextuality of environmental art in childhood special places: How play, flow, and pedagogy of place can reform education. Journal of Creative and Artistic Education, 5(1), 73-89.

Book Chapters

Tanaka, M. T., Tse, V. V., Stanger, N. R. G., Piché, I., Starr, L., Farish, M., & Abra, M. (2014). The edge of counselling: Mindful negotiation of emotions towards transforming learning~teaching. In L. Thomas (Ed.), Becoming teacher: Sites for development of Canadian teacher education (pp. 469-502). https://sites.google.com/site/cssecate/fall-working-conference: Canadian Association for Teacher Education. 

Stanger, N. R. G. (2004). Edge and age effects on epiphytes in a lowland Douglas-fir forest. Forest Inventory Account: Weyerhaeuser Canada. 

Stanger, N. R. G. (2003).  Analysis of an epiphyte-monitoring programme in CWH old-growth and second-growth forests. Forest Inventory Account: Weyerhaeuser Canada.


PhD in Curriculum Studies - Environmental Education, University of Victoria, Victoria BC