Advertisement

Exploration: Playing with Place—Responding to Invitations

  • Helen ClarkeEmail author
  • Sharon Witt
Chapter

Abstract

Primary education students are amazing young people. As both undergraduate learners and developing professionals, they are preparing to be primary school teachers, charged with the responsibility of nurturing children’s thirst for knowledge and fascination with the world. Experiences founded in playful approaches value different ways of knowing. Our work is rooted in place-based education. We frame our work in transactional ways of relational knowing (Dewey in John Dewey: The Later Works. University of South Illinois Press, Carbondale, 1929) and present spirited explorations as a curation of our tutor, student and place stories. Place responsive pedagogies foster personal and professional development, which are deeply serious in intent, yet light-hearted in execution.

Keywords

Primary education teachers Place Imagination Outdoors 

References

  1. Bonnett, M. (2007). Environmental Education and the Issue of Nature. Journal of Curriculum Studies, 39(6), 707–721.CrossRefGoogle Scholar
  2. Buckley, A. (1879). The Fairyland of Science. Chapel Hill, NC: Republished by Yesterday’s Classics.Google Scholar
  3. Deutsche Welle. http://www.dw.com/en/the-sciencce-of-taking-a-walk/a-2374179. Accessed June 30, 2017.
  4. Department for Education. (2012). Teachers’ Standards. Available at https://www.gov.uk/government/publications/teachers-standards. Accessed June 30, 2017.
  5. Dewey, J. (1938). Experience and Education. New York: Kappa Delta Pi.Google Scholar
  6. Fettes, M. (2005). Imaginative Transformation in Teacher Education. Teaching Education, 16(1), 3–11.CrossRefGoogle Scholar
  7. Greene, M. (2000). Releasing the Imagination: Essays on Education, the Arts, and Social Change. San Francisco: Jossey-Bass.Google Scholar
  8. Hicks, D. (2014). Educating for Hope in Troubled Times: Climate Change and the Transition to a Post-carbon Future. Stoke-on-Trent: Trentham Books.Google Scholar
  9. Huebner, D. (1999). The Lure of the Transcendent. London: Routledge.Google Scholar
  10. James, A., & Brookfield, S. D. (2014). Engaging Imagination: Helping Students Become Creative and Reflective Thinkers. San Francisco: Jossey-Bass.Google Scholar
  11. Judson, G. (2010). A New Approach to Ecological Education. Engaging Students’ Imaginations in Their World. New York: Peter Lang.CrossRefGoogle Scholar
  12. Judson, G. (2016). Three Toolkits to Help Maximize Student Learning & Engagement. Available at http://gettingsmart.com/2016/07/nurture-heart-learning/. Accessed October 27, 2016.
  13. Kidd, D. (2015). Becoming Mobius. The Complex Matter of Education. Carmarthen: Crown House Publishing.Google Scholar
  14. Kind, S. (2006). Of Stones and Silences: Storying the Trace of the Other in the Autobiographical and Textile Text of Art/Teaching (Unpublished doctoral dissertation). University of British Columbia, Canada.Google Scholar
  15. Louv, R. (2005). Last Child in the Woods. Chapel Hill, NC: Algonquin Books.Google Scholar
  16. Mabey, R. (1986). Gilbert White—A Biography. London: Century Hutchinson.Google Scholar
  17. MacFarlane, R. (2014). Landmarks. London: Penguin.Google Scholar
  18. Paulsen, F., & Perry, E. D. (1895). The German Universities: Their Character and Historical Development. New York and London: Macmillan.Google Scholar
  19. Payne, P. G. (2010). Remarkable-Tracking, Experiential Education of the Ecological Imagination. Environmental Education Research, 16(3–4), 295–310.CrossRefGoogle Scholar
  20. Payne, P. G., & Wattchow, B. (2009). Phenomenological Deconstruction, Slow Pedagogy, and the Corporeal Turn in Wild Environmental/Outdoor Education. Canadian Journal of Environmental Education, 14, 15–32.Google Scholar
  21. Pollard, A. (2014). Reflective Teaching in Schools. London: Bloomsbury.Google Scholar
  22. Rice, L. (2009). Playful Learning. Journal for Education in the Built Environment, 4(2), 94–108.CrossRefGoogle Scholar
  23. Rodaway, P. (2011). Sensuous Geographies. London: Routledge.Google Scholar
  24. Seymour, M., & Witt, S. (2014, Spring). La Chasse à l’Ours: A Journey Exploring Teacher Trainees. Attitudes to Primary Foreign Language Teaching. Francophonie. Available at http://journals.all-languages.org.uk/2014/05/la-chasse-a-lours-a-journey-exploring-teacher-trainees-attitudes-to-primary-foreign-language-teaching/. Accessed September 3, 2016.
  25. Sobel, D. (2008). Childhood and Nature: Design Principles for Educators. Portland, ME: Stenhouse Publishers.Google Scholar
  26. Somerville, M. J. (2008). ‘Waiting in the Chaotic Place of Unknowing’: Articulating Postmodern Emergence. International Journal of Qualitative Studies in Education, 21(3), 209–220.CrossRefGoogle Scholar
  27. Tovey, H. (2007). Playing Outdoors. Maidenhead: Open University Press.Google Scholar
  28. Trueit, D., & Doll, W. E. (2010). Thinking Complexly, Being-in-Relation. In D. Osberg & G. Biesta (Eds.), Complexity Theory and the Politics of Education. Rotterdam: Sense Publishers.Google Scholar
  29. Ward, E. (2016). Playful in Execution, Serious in Intent. Developing a Research Culture in Learning and Engagement at the Whitworth and Manchester Museum. Available at http://bit.ly/1Swf82O. Accessed October 24, 2016.
  30. Wattchow, B., & Brown, M. (2011). A Pedagogy of Place. Clayton: Monash University Publishing.Google Scholar
  31. Witt, S., & Clarke, H. (2012, July 12). Selborne: A Place of Responses; a Cross-Curricular Opportunity for ITE Students to ‘Watch Narrowly’. In The UK TE Network for Education Sustainable Development/Global Citizenship Fifth Annual Conference. London South Bank University.Google Scholar

Copyright information

© The Author(s) 2019

Authors and Affiliations

  1. 1.University of WinchesterWinchesterUK

Personalised recommendations