Learning with place as a catalyst for action

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, re...

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Bibliographic Details
Published in:Pedagogy, culture & society culture & society, 2023-03, Vol.ahead-of-print (ahead-of-print), p.1-14
Main Authors: Hamm, Catherine, Iorio, Jeanne Marie, Cooper, Jayson, Smith, Kylie, Crowcroft, Peter, Molloy Murphy, Angela, Parnell, Will, Yelland, Nicola
Format: Article
Language:English
Subjects:
coming alongside
First Nations worldviews
Learning with place
place-noticing
relationships
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Summary: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, recognising 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.
ISSN:1468-1366
1747-5104
DOI:10.1080/14681366.2023.2187436