ARC Project 2011 – 2013 Pedagogy & Place University of Queensland and Education Queensland. Professor Peter Renshaw & Dr Ron Tooth Seven participating Centres … Barambah EEC Paluma EEC Pullenvale EEC Bunyaville EEC Nudgee Beach EEC Moreton Bay EEC Tallebudgera Beach Outdoor School.
Professor Peter Renshaw & Dr Ron Tooth
Seven participating Centres …
Nudgee Beach EEC
Moreton Bay EEC
Tallebudgera Beach Outdoor School
Pedagogy of Place MatrixBased on Ballantyne & Packer 5th Pedagogy research, 2008
Being in the Natural Environment
Life Learning in Real Places
Full Sensory, Mind and Body Engagement.
Experiencing Local Contexts and Places
Learning by Doing
Adventure and Challenge
Initial Research Focus: Understanding how the Pedagogy of different places drives Learning Beyond the ClassroomDocumenting levels and types of student learning arising from these different places
Place … a growing area of interest for Outdoor and Environmental Education researchers …
Places are pedagogical …
People, and others species, live emplaced lives, and an analysis of place reveals the many ways that places are profoundly pedagogical.
That is, as centres of experience, places teach us and shape our identities and relationships.
(Greenwood in Stevenson et al, 2012)
Place as Text … where we read the world …
Teachers who are place based recognize the educational potential of teaching and learning outside the classroom. For them, community and place become additional “texts” for student learning.
Where do the Centres sit … two powerful traditions
Ecological Place-based Pedagogy … “ involves learning to live well… what’s important is that children have an opportunity to bond with the natural world, to love it, before being asked to heal its wounds”
(Sobel in Gruenwald, 2008, p.10)
Critical Place-conscious Pedagogy …“ involves critiquing … the injury in the social and ecological world and then … acting to implement socially just and ecologically sustainable ways of being ”(Gruenwald, 2008, p. 9)
The Book … an exciting idea … seven centres …
Chap 3Belonging to Country at Barambah
Chap 4Rapt in rainforest at Paluma
Chap 5Story, Place & Agency at Pullenvale
Chap 6In the Midst at Bunyaville
Chap 7Shifting sands at Nudgee Beach
Chap 8Crossing Edges at Moreton Bay
Chap 9Reading the Waves at Tallebudgera
Just taking students into place is not enough to create authentic learning ….
Experiences must be mediated by passionate & skilled teachers using powerful pedagogy ….
Belonging to Country at Barambah
Story, place and agency at Pullenvale
Self, Others & Place
Thread – Real Life Blanket Role
It has really, really helped with language … with words like arachnids and myriapods … you have to have this experience … to write a proper story … with scientific talk … like a grownup.
(year 4 student)
Well, I think that even though we think of ourselves as a very small rock or whatever, we’re actually quite big … the ripples will grow bigger after a while …
(year 7 student)
Like Shifting Sands
I think more deeply into the question and answer it more deeply and I give a longer answer and a more developed answer than if I just hadn’t gone there and I would just answer it randomly.
To learn about nature and how things live in the nature and animals. You have more experience and you can see what is happening instead of imaging it in your head.
Surface, Mastery and Appropriation Surface: represents a level of competence and knowing that is rudimentary, partial and lacking in specificity. Mastery: represents a competent level of knowing or understanding without a sense of commitment or personal transformation. Appropriation: represents a deeper level of understanding and personal meaning making. Wertch, J. V. (1991).Voices of the Mind. Cambridge: Harvard Uni Press.
What kind of Pedagogical & Learning effects are we seeing?
The Pedagogy of particular Places is the enabler that produces different kinds of ‘learning effects’. The data suggests a range of first, second and third order effects.
Body (embodied) Knowledge - First order pedagogical effect: … development of whole mind body sensory skills through increased ability to … see, hear, and touch … that deepens and heightens understanding, knowledge & connected thinking through direct experience. (Sensorial Grounded Knowledge - SGK)
Wellbeing - Second order pedagogical effect: … development of a sense of wellbeingand health … feelings of oneness with place, self and others … created by silence … aloneness … absence of other people. (Wellbeing Health Oneness - WHO)
Aesthetic - Third order pedagogical effect: … development of anexplicit awareness of the aesthetic, of beauty, awe and wonder … of spiritual and sacred responses and values that create a sense of purpose, meaning and desire to act for change. (Aesthetic Values Sacred - AVS)
In these Centres it’s the staff and their deep connection to place, their understanding of its pedagogical affordances, and the ability of teachers to inspire students in real places that makes the difference to the quality of learning beyond the classroom.
This is what allows students to engage with the knowledge, values and practices of sustainability in an active, hopeful and optimistic way.
Watch out for the book …
Gruenwald, D. A. and G. A. Smith (2008). Creating a Movement to Ground Learning in Place. Place-Based Education in the Global Age. D. A. Gruenwald and G. A. Smith.
Stevenson R, Brody M, et al., Eds. (2012). International Handbook of Research on Environmental Education. New York and London, Routledge.
Tooth, R., and Renshaw, P. (2012). Storythread Pedagogy for EnvironmentalEducation. In T. Wrigley, P. Thomson & B. Lingard (Eds.), Changing Schools (pp.113-127): Routledge.
Tooth, R., and Renshaw, P. (2009) Reflections on pedagogy and place: A journey into learning for sustainability through environmental narrative and deep attentive reflection. Australian Journal of Environmental Education, 25, 95–104.