Can the Community Be Beneficial to Students?; A Critical Summary of Place-Based Education in the Classroom
In a school setting, the classroom is an essential part for students and the teachers to come together to learn. Having a sense of belonging, for ten months a class comes together to achieve, grow and learn amongst each other. For most, the structure of the classroom consists of mostly staying in the same room for the majority of the day. With that being said, many students are isolated and confined with what happens outside the school community and environment. As students are in the classroom they are limited of the time that they spend outside. For new educators, it has been noted that the curriculum is evolving within schools and the implication of achieving a new approach towards the curriculum. Place-based education is an approach in an alternative way that benefits students in better understanding of themselves and the community they live in. In Peter McInerney’s article ‘Coming to a place near you?’ The politics and possibilities of a critical pedagogy of place-based education, as well as Anthony Beringer’s article Mindful Place-Based Education: Mapping the Literature and Christine Moseley’s article Teaching for Environmental Literacy explains the importance of the place-based education in the classrooms.
At the beginning of the article; Coming to a place near you?’ The politics and possibilities of a critical pedagogy of place-based education writers Peter McInerney , John Smyth and Barry Down begin by stating that teachers are entering an ‘era’ that is beginning to seek interest in place-based education. Play-based education is also referred to as ‘PBE’ and can consist of “environmental studies, service learning, local history course, outdoor education and work related programs in schools” (McInerney 4). With the variation of choices to implementing this approach into the curriculum it is important to note that place-based education provides a deviation of choices that can be incorporated and can get students engaged. The author state; “PBE invests young people with a sense of agency, acknowledges them as producers rather than consumers of knowledge, enriches their education through hands-on, community-engaged learning, and provides them with relevant knowledge and experiences to participate actively in demoractic processes and devise solutions to social and environmental problems” (4). This type of approach to the children learning not only helps them engage in real life situations, but allows the students to be out of their desks and see beyond what is being taught within the four walls of the classroom. Additionally, the author expresses that PBE “helps students develop stronger ties to their community, enhances [their] appreciation for the natural world, and creates a heightened commitment to serving as active, contributing citizens” (7). To support this, it is important within a classroom to encourage the significance of being a good citizen in the world. Being able to provide an approach that can benefit this is meaningful in supporting a student's future as they continue to grow.
In Mindful Place-Based Education: Mapping the Literature the author, Anthony Deringer, articles states the importance considering, place-based on the curriculum. Deringer, believes that place-based learning “builds on the foundation of other progression pedagogies by rooting a dynamic learning process in the context of the local community” (Deringer 334). Place-based education not only is beneficial to help with a teacher pedagogy, but it creates a stronger connection in society. Using a quote from philosopher John Dewey, Deringer (2017) states that Dewey “believed that education and the experience of living were not separate, “... therefore, is a process of living and not preparation for future living” (335). Therefore Deringer (2017) uses this Dewey quote to suggest that allowing students to engage outside can encourage more knowledge than being in a classroom setting. In Deringer’s own experiences in using place-based education he states; “I often see students, engaged in learning, pushing their personal limits, and overcoming challenges. The most rewarding part of my job is watching students learn through real-life experiences in outdoor places” (334). To support this, Mcinerney suggests that “studies show how PBE can provide an authentic context for developing literacy practices, foster an ethic of care for the environment and create opportunities for students to participate in community improvement programs” (7). In Mcinerney’s article, between 2005 and 2007 research of PBE was demonstrated in supporting school detention and student engagement in disadvantaged schools. In the research it provided several examples of PBE mural making in community, community service or gardening. As a result from this research, Mcinerney said it made “improvements in students participation and achievement, especially amongst those deemed ‘at-risk’ of dropping out of school” (7). Linking this to Deringer article, he expresses that PBE can vary, depending on the age and the environment. However, PBE can be broken down into five patterns; cultural studies, nature studies, real-world problem solving, internship and entrepreneurial opportunities and entrepreneurial opportunities and induction into community processes (Deringer 335). Having a variety of options, it is able to provide place-based education to all grades.
Christine Moseley’s article Teaching for Environmental Literacy she expresses that “the ultimate goal of environmental literacy is acquiring life-sustaining, responsible environmental actions skills” (Moseley 24). Moseley’s approach to teaching place-based education is teaching students 'environmental behaviour’ (24). In the article Moseley addresses that ‘environmental behaviour’ is not critically changing the behaviour of students, but claiming that the best way for students to engage in what is being taught, hands on and experience real life situations is the ideal way to learn (24). Linking this to ‘Coming to a place near you?’ The politics and possibilities of a critical pedagogy of place-based education in the article it states; “it challenges the authenticity of mandated curriculum and authorises locally produced knowledge. The most ardent advocates have high expectations that integrating curriculum around the study of place can transform the lives of young people and their communities” (7). Seeing the change that can happen with the classroom environment with being more locally aware of what is being done in community can helps students become valuable citizens. Moseley also mentions that “environmental education is a life-long, multidisciplinary approach to teaching [...] that is aware of, and concerned about, the environmental and its associated problems and that has the knowledge, skills, attitudes, motivation and commitment [...] towards solutions (23). Chistine Moseley explains the importance of teachers being able to have a critical pedagogy towards place-based education, the significance of providing students with sufficient lessons regarding social issues, solutions or giving back to the community/society.
Place-based education is an alternative approach in the classroom. It allows students to learn and experience things outside of the classroom. From the articles, it has addressed how place-based education can benefit students by life experience and creating a better understanding of the community. As teachers, find new ways to explore different lessons into the classroom, place-based education is something that can be incorporated to benefit all grades.
Work Cited
Mcinerney, Peter, et al. “‘Coming to Aplacenear You?’ The Politics and Possibilities of a Critical Pedagogy of Place-Based Education.” Asia-Pacific Journal of Teacher Education, vol. 39, no. 1, 2011, pp. 3–16., doi:10.1080/1359866x.2010.540894.
Deringer, S. Anthony. “Mindful Place-Based Education: Mapping the Literature.” Journal of Experiential Education, vol. 40, no. 4, 2017, pp. 333–348., doi:10.1177/1053825917716694.
Moseley, Christine. “Teaching for Environmental Literacy.” The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2000, pp. 23–24., doi:10.1080/00098655.2000.11478633.
At the beginning of the article; Coming to a place near you?’ The politics and possibilities of a critical pedagogy of place-based education writers Peter McInerney , John Smyth and Barry Down begin by stating that teachers are entering an ‘era’ that is beginning to seek interest in place-based education. Play-based education is also referred to as ‘PBE’ and can consist of “environmental studies, service learning, local history course, outdoor education and work related programs in schools” (McInerney 4). With the variation of choices to implementing this approach into the curriculum it is important to note that place-based education provides a deviation of choices that can be incorporated and can get students engaged. The author state; “PBE invests young people with a sense of agency, acknowledges them as producers rather than consumers of knowledge, enriches their education through hands-on, community-engaged learning, and provides them with relevant knowledge and experiences to participate actively in demoractic processes and devise solutions to social and environmental problems” (4). This type of approach to the children learning not only helps them engage in real life situations, but allows the students to be out of their desks and see beyond what is being taught within the four walls of the classroom. Additionally, the author expresses that PBE “helps students develop stronger ties to their community, enhances [their] appreciation for the natural world, and creates a heightened commitment to serving as active, contributing citizens” (7). To support this, it is important within a classroom to encourage the significance of being a good citizen in the world. Being able to provide an approach that can benefit this is meaningful in supporting a student's future as they continue to grow.
In Mindful Place-Based Education: Mapping the Literature the author, Anthony Deringer, articles states the importance considering, place-based on the curriculum. Deringer, believes that place-based learning “builds on the foundation of other progression pedagogies by rooting a dynamic learning process in the context of the local community” (Deringer 334). Place-based education not only is beneficial to help with a teacher pedagogy, but it creates a stronger connection in society. Using a quote from philosopher John Dewey, Deringer (2017) states that Dewey “believed that education and the experience of living were not separate, “... therefore, is a process of living and not preparation for future living” (335). Therefore Deringer (2017) uses this Dewey quote to suggest that allowing students to engage outside can encourage more knowledge than being in a classroom setting. In Deringer’s own experiences in using place-based education he states; “I often see students, engaged in learning, pushing their personal limits, and overcoming challenges. The most rewarding part of my job is watching students learn through real-life experiences in outdoor places” (334). To support this, Mcinerney suggests that “studies show how PBE can provide an authentic context for developing literacy practices, foster an ethic of care for the environment and create opportunities for students to participate in community improvement programs” (7). In Mcinerney’s article, between 2005 and 2007 research of PBE was demonstrated in supporting school detention and student engagement in disadvantaged schools. In the research it provided several examples of PBE mural making in community, community service or gardening. As a result from this research, Mcinerney said it made “improvements in students participation and achievement, especially amongst those deemed ‘at-risk’ of dropping out of school” (7). Linking this to Deringer article, he expresses that PBE can vary, depending on the age and the environment. However, PBE can be broken down into five patterns; cultural studies, nature studies, real-world problem solving, internship and entrepreneurial opportunities and entrepreneurial opportunities and induction into community processes (Deringer 335). Having a variety of options, it is able to provide place-based education to all grades.
Christine Moseley’s article Teaching for Environmental Literacy she expresses that “the ultimate goal of environmental literacy is acquiring life-sustaining, responsible environmental actions skills” (Moseley 24). Moseley’s approach to teaching place-based education is teaching students 'environmental behaviour’ (24). In the article Moseley addresses that ‘environmental behaviour’ is not critically changing the behaviour of students, but claiming that the best way for students to engage in what is being taught, hands on and experience real life situations is the ideal way to learn (24). Linking this to ‘Coming to a place near you?’ The politics and possibilities of a critical pedagogy of place-based education in the article it states; “it challenges the authenticity of mandated curriculum and authorises locally produced knowledge. The most ardent advocates have high expectations that integrating curriculum around the study of place can transform the lives of young people and their communities” (7). Seeing the change that can happen with the classroom environment with being more locally aware of what is being done in community can helps students become valuable citizens. Moseley also mentions that “environmental education is a life-long, multidisciplinary approach to teaching [...] that is aware of, and concerned about, the environmental and its associated problems and that has the knowledge, skills, attitudes, motivation and commitment [...] towards solutions (23). Chistine Moseley explains the importance of teachers being able to have a critical pedagogy towards place-based education, the significance of providing students with sufficient lessons regarding social issues, solutions or giving back to the community/society.
Place-based education is an alternative approach in the classroom. It allows students to learn and experience things outside of the classroom. From the articles, it has addressed how place-based education can benefit students by life experience and creating a better understanding of the community. As teachers, find new ways to explore different lessons into the classroom, place-based education is something that can be incorporated to benefit all grades.
Work Cited
Mcinerney, Peter, et al. “‘Coming to Aplacenear You?’ The Politics and Possibilities of a Critical Pedagogy of Place-Based Education.” Asia-Pacific Journal of Teacher Education, vol. 39, no. 1, 2011, pp. 3–16., doi:10.1080/1359866x.2010.540894.
Deringer, S. Anthony. “Mindful Place-Based Education: Mapping the Literature.” Journal of Experiential Education, vol. 40, no. 4, 2017, pp. 333–348., doi:10.1177/1053825917716694.
Moseley, Christine. “Teaching for Environmental Literacy.” The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2000, pp. 23–24., doi:10.1080/00098655.2000.11478633.