Published In
Pedagogy, Culture & Society
Document Type
Article
Publication Date
3-6-2023
Abstract
In response to dominant discourses of quality and an over-reliance on humancentric practice, the Learning with Place framework emerges as an innovative way to rethink practices, structures, and policies within education and beyond. ‘Learning with Place’ views the local Place as agentic, recognizing Place as inclusive of local First Nations knowledges and stories, histories and the more-than-human (for example, landforms, waterways, animals, insects, flora, and fauna). Through ‘Learning with Place’, deep relationships with the local Place are generated and these relationships become the catalyst for actions and decision-making regarding caring for/with local Place. This article offers an example of ‘Learning with Place’ in action through an early childhood teacher education program and shares ways in which the framework can be utilised in multiple contexts and disciplines.
Rights
2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
DOI
10.1080/14681366.2023.2187436
Persistent Identifier
https://archives.pdx.edu/ds/psu/39388
Citation Details
Catherine Hamm, Jeanne Marie Iorio, Jayson Cooper, Kylie Smith, Peter Crowcroft, Angela Molloy Murphy, Will Parnell & Nicola Yelland (2023) Learning with place as a catalyst for action, Pedagogy, Culture & Society, DOI: 10.1080/14681366.2023.2187436
Description
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.