Place-based education

Education reforms are changing teaching methodology and curriculum content. Their focus on standards can lead to positive multidisciplinary learning or it can be too narrow. While some education boards spend the school year reinforcing primarily reading, writing and arithmetic skills within a traditional classroom setting in order to have all students succeed on standardized tests, other schools are embracing place-based education. Place-based education is beneficial for both the schools and for the communities involved. Schools around the world are acknowledging the value of place-based learning and are adopting this method of education and community service into their regular teaching practices. The American School of Barcelona in Spain is one such school

Place-Based Education and Reconciliation

This action research project examined the impact of a place-based learning opportunity on Haida Gwaii for Christian educators. Two separate groups participated. The first group of 10 participants came to Haida Gwaii in the summer of 2017. The second group of 10 participants came to Haida Gwaii in the summer of 2018. Both groups were given the same opportunity to take part in various events, visit locations, and meet Haida people. All but one participant from both groups were interviewed separately in the spring of 2019 to collect data on each’s experience. One participant did not respond to requests for an interview. The data indicates having a place-based learning opportunity provides educators with enthusiasm for improving their own teaching of Indigenous content and perspectives and for connecting them with local Indigenous communities, in the hopes of having more meaningful relationships with these same communities

Place-Based Education as Liberatory Praxis

Indigenous students are severely underrepresented in higher education, and in STEM disciplines in particular. There is a lack of research critiquing the hegemonic culture of STEM programs in the United States that may present challenges to students pursuing these degrees from Indigenous communities. Using Tribal Critical Race Theory and Native Student Identity Development Theory, I examine the ways in which STEM programs throughout the United States harms and excludes Indigenous students, and seek to uncover ways that we can build Engineering departments which are more inclusive of varying worldviews, with a particular emphasis on Indigenous epistemologies. Specifically, I offer Place-Based education as a particular liberatory praxis in education which is conducive to Indigenous paradigms and has transformative potential within STEM disciplines. Implications for the University of Vermont are discussed. Keywords: Native Student Success, Place-Based Education, Indigenous Epistemolog

Place-Based Education: A Program Evaluation

The researcher designed and conducted a program evaluation on the place-based education component at Summit Charter School. Specifically, the researcher wanted to know how the place-based education program at Summit aligned with national standards of a successful place-based education program, as outlined by the Place-based Education Evaluation Collaborative. Observations, document analysis, and survey data were collected by the researcher and analyzed using Horsch’s (2008) Logic Model. This program evaluation revealed that Summit Charter School is emerging as a place-based education institute. Recommendations include place-based education leadership training for Summit’s administration, ongoing staff development in the area of place-based education, and intentional focus on the national standards of place-based education that were not met or found to be emerging by this evaluation. Strengthening components of the place-based education program would help Summit achieve the school’s desire for more recognition as a place-based education institute

Some rural examples of place-based education

There are important issues for rural communities in Australia in relation to the provision of education for their young people. This is particularly so in an era when successful completion of education is becoming increasingly vital as the pressures of a globalised economy mean that many rural and farming businesses are struggling to prosper. The term 'place-based education' is used by educators and researchers who have a focus on the well-being and effective learning of students. This paper explores what is meant by 'place-based education' and how this concept of education is being implemented in some rural schools in Australia, although usually without using this term. A review of literature about effective literacy learning demonstrates why teaching that is place-based is important for rural students. What the implementation of place-based education might look like in rural schools is also explored

Place-based Education in Transition: (Re) integrating Place-based Education into a Teacher Education Program

This study explores the experiences of teachers undertaking place-based education in or near Saskatoon, Saskatchewan, including their perceptions of the best ways of implementing place-based education. In all, seven teachers undertaking place-based education in their teaching practices were interviewed to share their experiences. Qualitative interviews with the aid of an interview guide were used to collect data. In collecting the data, five individual interviews and one group interview involving two teachers were conducted. Content analysis was used in analyzing the data. Three overarching research questions guided this research. These had to do with the experiences of teachers undertaking place-based education, challenges of teachers undertaking place-based education in their teaching practice, and knowledge and skills needed to implement place-based education. The interviews with the participants were transcribed and coded resulting in ten themes emerging. The themes that emerged helped to answer the three overarching research questions. The findings suggests that although challenges exist in implementing place-based education, educators can overcome these challenges if they are motivated, adaptable and willing to work with all stakeholders in a place-based program. Finally, new teachers who want to implement place-based education in their teaching practices must understand the local community, understand different teaching and learning methods, and gain knowledge and understanding in safety issues

Place-Based Education: (Re)Integrating Ecology & Economy

Describes the relationship between ecology and economy in place-based education