Mapping points for a place-based pedagogy of practice

Katherine Bates; Mat Teudt; Jessica Collier

doi:10.1007/s41297-019-00071-7

Mapping points for a place-based pedagogy of practice

Katherine Bates, Mat Teudt, Jessica Collier

Western Sydney University

Research output: Contribution to journal › Article › peer-review

Abstract

Research tells us that building an attentive connection with place through long term outdoor immersions has multiple benefits. In addition, research reveals that early immersive experiences in nature can carry forward into a person’s adult life affecting them prospectively by influencing their appreciation of, seeking out, calling on and acting for the environment. The Australian Curriculum reciprocates these views by calling educators to design learning for their students from Foundation to Year Ten which explores ‘place connection.’

Original language	English
Pages (from-to)	91-96
Number of pages	6
Journal	Curriculum Perspectives
Volume	39
Issue number	1
DOIs	https://doi.org/10.1007/s41297-019-00071-7
Publication status	Published - 2019

Keywords

Aboriginal Australians
mindfulness (psychology)
sense of place
sustainability

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1007/s41297-019-00071-7

Cite this

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AB - Research tells us that building an attentive connection with place through long term outdoor immersions has multiple benefits. In addition, research reveals that early immersive experiences in nature can carry forward into a person’s adult life affecting them prospectively by influencing their appreciation of, seeking out, calling on and acting for the environment. The Australian Curriculum reciprocates these views by calling educators to design learning for their students from Foundation to Year Ten which explores ‘place connection.’

KW - Aboriginal Australians

KW - mindfulness (psychology)

KW - sense of place

KW - sustainability

UR - http://handle.westernsydney.edu.au:8081/1959.7/uws:51429

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Mapping points for a place-based pedagogy of practice

Abstract

Keywords

UN SDGs

Access to Document

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