New Perennials Team
Nadine Canter Barnicle
Nadine is the Community Engagement Specialist for The New Perennials Project and co-teaches The Perennial Turn in Ag and Culture. She is also a Professor of the Practice in the Environmental Studies Program at Middlebury College and teaches the course Approaching Sustainability from the Roots each spring. She has a 30-year career in strategic community engagement, journalism, advising, mentoring, facilitation, and teaching that began with a master's degree thesis focused on the collaborative top down-bottom up community process to protect river segments under the Federal Wild and Scenic River Act. Much of Nadine's work focuses on strategic coalition building in the areas of land use, transportation, air quality, conservation, and climate change. She is a student and teacher of contemplative practices including Tai Chi Chuan. Her roots are in New England including 22 years in Vermont, but she also calls the Pacific Northwest home. wooddragonadvising.org.
Bill is Director of The New Perennials Project, Editor of New Perennials Publishing and a Scholar in Residence at Middlebury College. He taught philosophy for 32 years at Clarkson University, always with the objective of helping his students understand that the philosophical imagination can and must do useful work in the world. Much of his writing has engaged ecological issues, including collaborations with Wes Jackson and The Land Institute for over three decades. Vitek and Jackson co-edited two books, Rooted in the Land: Essays on Community and Place (1996) and The Virtues of Ignorance: Complexity, Sustainability, and the Limits of Knowledge (2008). Bill is also a semi-professional jazz pianist (that means he plays a lot and gets paid sometimes). billvitek.com
Marc is Associate Laboratory Professor of Environmental Studies at Middlebury College where his teaching focuses on socioecological systems, ecology, the Perennial Turn, and land conservation. Marc is also the College Lands Ecologist, responsible for stewardship of Middlebury’s 6,000 acres of forest, wetland, and agricultural land leased to local farmers. As a consulting ecologist for nearly three decades, he works with state and federal agencies, conservation organizations, and private landowners. Exploring multiple ways of knowing, traditional ecological knowledge, ecophilosophies and Earth-based sacred practices, Marc has emerged as a leader at Middlebury in both contemplative pedagogies and place-based learnings.
Rena Detrixhe is an interdisciplinary artist currently based in Kansas. Through objects and installations, ephemeral sculpture, performance, drawings, and process-based work, she explores systems of value and cultural relations to land and the more-than-human world with attention to histories of injustice. Her research has been supported by multiple grants and residencies including: a Serenbe Co-Esistere Residency, Stoneleaf Retreat, Tallgrass Artist Residency at the Konza Prairie Biological Station, a two-year residency with Charlotte Street Foundation in Kansas City, and a one-year Research Residency with The Land Institute among others. Detrixhe’s work has been shown nationally and internationally; recent exhibitions include Place out of Matter at Spencer Brownstone Gallery in NYC and In Times of Seismic Sorrows, at the Center for Craft in Asheville, NC. Detrixhe holds a BFA from the University of Kansas.
For 35 years, Judy Dow has been a visionary mentor, braiding into all of her educational work core concepts of the Wabanaki people of New England, Respect, Reciprocity, Relationships, Responsibility, Reverence. Judy was the recipient of Vermont Governor’s Heritage Award for Outstanding Educator in 2004. She has taught students from pre-k to university and worked in community settings, reservations, prisons, and assisted living centers. Over the past few years she has taught in Hawaii, Maine, Massachusetts, Vermont, Quebec, California, Illinois and many other places. Her current focus is reclaiming historical Indigenous stories, and mapping these stories to provide youth with another perspective of history, science and math. These tools will assist them in making meaning of their own lives.