Abstract
Drawing on the philosophical underpinnings, conceptual foundations and practical particularities of a course entitled “Pedagogies of Placeˮ (PoP) within a Bachelor of Education programme in Canada, this chapter argues for a strong emphasis on place-based education (PBE) within teacher education. PBE offers a means to connect teachers and students to their communities, promote environmental stewardship and civic engagement, disrupt White settler identities, align with Indigenous ways of teaching and learning and develop capacities for lifelong learning. The discourse of PBE has flourished mainly in the field of environmental education and is less well known or developed in teacher education. This chapter offers a condensed trajectory of PBE and reviews selected critical conceptions of place from the literature. It describes the framework of the PoP course, as well as its potential to promote environmental sustainability and combat environmental degradation in meaningful ways, including through connection/attachment to place, land-based anti-oppressive education and inquiry-action projects. The challenges of a more general integration of PBE in teacher education are discussed within the context of features of an effective teacher education programme.
Résumé
S’inspirant des fondements philosophiques, des bases conceptuelles et des particularités pratiques d’un cours intitulé « Pédagogies axées sur les lieux » dans le cadre d’un programme de baccalauréat en éducation au Canada, ce chapitre préconise d’accorder une grande importance à l’éducation axée sur les lieux dans les programmes de formation des enseignants. L’éducation axée sur les lieux offre un moyen de mettre les enseignants et les étudiants en communication avec leur communauté, de promouvoir la gérance environnementale et l’engagement civique, de remettre en question les identitaires de colonisateurs blancs, de s’aligner sur les modes d’enseignement et d’apprentissage autochtones, et de développer des capacités d’apprentissage continu tout au long de la vie. Le discours de l’éducation axée sur les lieux a pris de l’expansion surtout dans le domaine de l’éducation écologique, mais est moins connu ou développé en formation des enseignants. Nous présentons ici un parcours condensé sur la pédagogie axée sur les lieux, et nous faisons une analyse critique de certaines conceptions clés de la notion de lieu dans la littérature sur le sujet. Le cadre du cours de Pédagogies axées sur les lieux est décrit, de même que son potentiel pour promouvoir le développement durable et combattre de façon significative la dégradation écologique, y compris par le biais de l’attachement aux lieux, de la pédagogie anti-oppressive sur le terrain, et de recherches-actions. Les défis que pose l’intégration plus générale des pédagogies axées sur les lieux sont analysés dans le contexte des caractéristiques de programmes efficaces de formation des enseignants.
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Miller, D.M., Wotherspoon, B.M. (2019). Place Matters in Teacher Education. In: Karrow, D., DiGiuseppe, M. (eds) Environmental and Sustainability Education in Teacher Education. International Explorations in Outdoor and Environmental Education. Springer, Cham. https://doi.org/10.1007/978-3-030-25016-4_6
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