1st Edition
Encountering Ideas of Place in Education Scholarship and Practice in Place-based Learning
This book draws together theories, research, and practice on knowledges and pedagogies of place across educational settings.
Using empirical research on learning across education systems, each chapter highlights different concepts of place in various contexts such as environments, understandings of place like those experienced by communities and opportunities for embedding place in learning. Chapters are co-constructed by authors working collaboratively across different contexts, tackling key themes such as justice, mobilities, changes, and sustainability, through place.
The book indicates how educators can apply creative approaches to teaching within, through and about place in education and will therefore be of relevance to a wider range of academics, teachers and practitioners working in early years settings, schools, universities and other educational context.
PART 1: BEING IN PLACE 1. Bee-ing and Feeling of Place Dylan Adams, Rob Lewis and Chantelle Haughton 2. Encountering the Riverina: Developing inter-cultural capabilities in Indigenous science environmental education Holly Randell-Moon and Nicholas Ruddell 3. Reframing children’s disempowered relationships with once-familiar places through Eco-Capabilities Nicola Walshe, Zoe Moula and Hilary Cox-Condron 4. Encountering the Everyday: Place writing during geography fieldwork Emma Rawlings Smith and Kate Otto 5. Place-based learning initiatives in the Burrenbeo Áine Bird 6. A place-based pedagogy for outdoor education Graham French and Aled Edwards with Ian Martin and John Tatam PART 2: COMMUNITY PLACES, PERSPECTIVES AND EXPERIENCES 7. Documenting young children’s perspectives of their locality through their multi-modal representations of space Córa Gillic and Celine Govern 8. Mapping the importance of place, identity and local ways of knowing Emma Walker and Lily Walker 9. Place-based education: Fostering local identities among Thailand’s youth Roger Baars and Xiaoling Zhang 10. Young people’s musings on community at a community radio station Catherine Wilkinson and Samantha Wilkinson 11. Place-based education: Understanding and investigating the important questions Briley Habib and Drew Perkins 12. Possibilities of a radical pedagogy of place: Lessons from Haocha Yi Chien Jade Ho and Hui-Nien Lin 13. Developing a virtual sense of place Janine Maddison, Charlotte Foster, David Morgan and Sara Marsham PART 3: ENCOUNTERING PLACE IN EDUCATIONAL SPACES 14. Home, place and young people’s geographies in the classroom Denise Freeman and Susan Pike 15. Fostering the Traveller child’s sense of place in education Paula Walshe and Nora Corcoran 16. Interrupting the everyday: Students' photography in reimagining their places Alex Booth and Mary Biddulph 17. Diversity, demographics and sense of place: English as an Additional Language pupils’ school experiences Ellen Bishop and Lucy Manners 18. Difference and diversity: teaching climate change through an attention to place Catherine Walker and Andrew Vance 19. Exploring the geographical palimpsest of place through fieldwork Alan Marvell, David Simm, Cyril Clark and Kerry Thompson
Biography
Emma Rawlings Smith is Lecturer in Sustainability and Geography Education at the University of Southampton, England.
Susan Pike is Assistant Professor of Geography Education, Trinity College Dublin, Ireland.
"This diverse, thought-provoking and carefully curated collection provides a significant series of insights into the sheer diversity of ways in which place can be conceptualised in educational settings. It examines the active role of land and landscapes, humans and nonhumans, understood through diverse theoretical frameworks. Importantly, chapters highlight both everyday, emotional and embodied engagements with places as much as the ways in which power and politics may be at play in learning spaces. Drawing on diverse case studies from around the world, the book as a whole also extends beyond the more ‘familiar’ settings in which place might be considered – such as outdoor learning – to attend to issues such as technology, language and media. A key strength of the book is in the collaborative approach to writing chapters – across different contexts and forms of expertise – in a way that foregrounds truly diverse encounters with place that should be generative for scholars, educators, policy-makers and practitioners looking for inspiration as to the many ways in which place matters to, and in, education settings."
- Peter Kraftl, Professor of Human Geography, University of Birmingham, UK
