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"Place Based Education"
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Funds of knowledge
The concept of \"funds of knowledge\" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents \"how to do school\" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristi
eBook
Mindfulness as a tool for place-based educators
Recent theoretical research suggests that socio-cognitive mindfulness and place-based education, when used together, may have a synergistic benefit. The purpose of the study was to examine how mindfulness influences the experience of educators engaged in place-based teaching. A qualitative, constructivist grounded theory approach was used to guide data collection and analysis related to teachers at a school that has placed-based education (PBE) as a central theme. The study design included a workshop about mindfulness with follow-up instructional emails sent throughout the semester, via which data were collected. Multiple interviews with each of the three teachers explored how they constructed meaning around their experiences using socio-cognitive mindfulness and PBE together. Results indicated that practiced together, mindfulness and PBE created a synergy that benefited the learning environment by enhancing PBE planning and allowing teachers to experience place more deeply all the while providing a richer problem-posing format for content delivery. Educators may find mindful place-based education to be a tool that deepens the learning experience for instructors and students.
Journal Article
Place as a microcosm: Community-based citizenship education approaches among schools and rural low-density communities
Within the framework of current educational policies on citizenship education, which promote the appraisal of the local dimension of educational activities as a direct context for the development of situated citizenship practices (AR, 2018), this article examines community-based approaches to citizenship education in rural schools and communities located in the border regions of mainland Portugal. From a theoretical perspective, the study adopts a maximalist conception of citizenship education, emphasising its experiential nature and community orientation, and draws on place-based education approaches. These perspectives place local realities, collective action, and the involvement of community actors at the centre of citizenship formation. Methodologically, we use data from a mixed-methods study conducted in 29 schools, including documentary analysis of schools’ educational projects, activity programmes and citizenship education strategies, semi-structured interviews with teachers coordinating citizenship education, and a questionnaire survey distributed to secondary education students. The results reveal a variety of initiatives and areas of community engagement led by schools, aimed at promoting well-being and valuing local cultures and realities. At the same time, the study identifies the different roles played by community actors – including schools, stakeholders, and young people – in fostering community well-being and social cohesion.
Journal Article
Perceptions of place‐based pedagogies in language education through the lens of K‐16 teachers
Place‐based education focuses on leveraging places, contexts, and environments to connect students meaningfully with their own communities and those they are studying. Guided by place‐based learning theory within the context of language learning, this study examined how 154 US‐based K‐16 language educators perceived place and space, and how they understood and implemented place‐based pedagogies (PBP) in their teaching practices. The study employed a mixed‐methods approach, incorporating both a 40‐question survey and semistructured interviews with five educators representing various educational tiers and institution types to investigate language teachers' perspectives on the role of place and PBP in foreign language teaching and learning. The results of this study will inform the development of innovative teaching materials on PBP in language education, bridging the gap between theory and practice.
Journal Article
The school garden curriculum : an integrated K-8 guide for discovering science, ecology, and whole-systems thinking
\"The School Garden Curriculum provides an integrated K-8 framework and over 200 weekly lessons that weave science, permaculture, and environmental education into place-based, immersive learning. For teachers aiming to blend science and life skills while inspiring environmental stewardship.\"-- Provided by publisher.
Book
The seeds we planted
\"In 1999, Noelani Goodyear-Ka'opua was among a group of young educators and parents who founded Halau Ku Mana, a secondary school that remains one of the only Hawaiian culture-based charter schools in urban Honolulu. The Seeds We Planted tells the story of Halau Ku Mana against the backdrop of the Hawaiian struggle for self-determination and the U.S. charter school movement, revealing a critical tension: the successes of a school celebrating indigenous culture are measured by the standards of settler colonialism. How, Goodyear-Ka'opua asks, does an indigenous people use schooling to maintain and transform a common sense of purpose and interconnection of nationhood in the face of forces of imperialism and colonialism? What roles do race, gender, and place play in these processes? Her book, with its richly descriptive portrait of indigenous education in one community, offers practical answers steeped in the remarkable--and largely suppressed--history of Hawaiian popular learning and literacy. This uniquely Hawaiian experience addresses broader concerns about what it means to enact indigenous cultural-political resurgence while working within and against settler colonial structures. Ultimately, The Seeds We Planted shows that indigenous education can foster collective renewal and continuity\"-- Provided by publisher.
eBook