We know this on many levels, from our connections to the people, places, and lands in which we dwell — ordinary and extraordinary — and the on-again, off-again relationship that we have with the more-than-human world. Our longing for nature has deep roots in the childhood magic we experienced while playing in the water, hiding behind trees, listening to the crunch of our boots in fresh snow, or watching bugs scatter from under a turned stone. In light of the converging environmental crises we face, and the call from the earth itself for a more sustainable relationship with us, it is also an imperative connection, and on the minds of many educators.
Place-responsive practices are closely tied to outdoor learning, nature play, land-based teachings, Indigenous perspectives, and education outside the classroom. These practices are not new, but are being taken up with such enthusiasm in BC that we should really know how they are rooted in lived experience of educators and pedagogies of place. We should also learn about the soil – the conditions in which these practices flourish and the challenges, the risks and rewards that place-responsive educators encounter, and the dynamics of practice that emerge as educators respond to place with their students.
The draft version of my PhD Research Study website is now online: https://www.placeresponsive.ca/
Being An Online Record of How Things are Going in UNBC's Interdisciplinary NRES (Geography) PhD Program.
PDF version of this blog.
I started the UNBC NRES PhD Program in September 2019 with a research interest in K-12 Geography Education -- problems of practice and educator response to curriculum change, with a focus on place-based educators in North Central BC.
Social Studies & Geography teacher, dead reckoning the nature & culture of learning, student of maps, Tolkien fan, dad, husband, part Sasquatch, all Canadian.
Research Directions v.1 2019.10.08
Research Directions v.2 2019.10.22
Research Directions v. 3 2019.12.13