In terms of abstract conceptual models, I am considering how various representations of tress might serve a purpose (c.f. Mondrian's Law). The Douglas Fir (Pseudotsuga menziesii) is an attractive candidate. Most of the important things that have happened in my life have happened under a Doug Fir.
Below are some representations of two "practical" conceptual models I have used to push my research topic along... practical at generating questions, anyways. The documents these are taken from are linked in the blog's right-hand side-bar.
- educational axis
- contextual axis
- geographical axis
- phenomenological axis
- Are teachers deriving their practice initiatives related to place from the new curriculum or from an pedagogical understanding? What else motivates or informs the design of this practice?
- What contexts are providing the most traction for teachers who are grounding place-responsive Geography education in real-world concerns?
- What are the specific impacts of the climate change crisis, or the call for Truth and Reconciliation, having on practice design?
- How far have teachers who focus on place gone in terms of accessing geographic theory, of using this theory to structure their practice or inform pedagogy?
- Has the use of geographic theory resulted in implicit or explicit pattern languages at use in teacher practice?
- Who is the self that shows up to teach about place?
- What challenges to the self (or society) are engendered by place-responsive learning?
- How does storytelling relate to teaching about place?
- What are some possibilities and limits to the power of storytelling in the context of place-responsive learning?
- Do teachers understand the new curriculum to have a particular stance on the role and value of place in education? What is that stance?