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.
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Clarke, H., Witt, S. (2019). Exploration: Playing with Place—Responding to Invitations. In: James, A., Nerantzi, C. (eds) The Power of Play in Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-95780-7_9
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DOI: https://doi.org/10.1007/978-3-319-95780-7_9
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