Going back and beyond
Children’s learning through places
Bibliographic Data
| ID | 12525633 |
|---|---|
| Authors | Claudia Díaz-Díaz (0000-0002-2489-0998, University of British Columbia, corresponding author) |
| Year | 2017 |
| Volume | 23 |
| Issue | 10 |
| Pages | 1440-1447 |
| Publication date | 2017-05-11 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Environmental Education Research (JOURNAL) |
| Journal identifiers | ISSN: 1350-4622 • E-ISSN: 1469-5871 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13504622.2017.1326019 |
| OpenAlex | W2612686263 |
| Language | EN |
| Citations received | 2 |
| References cited | 16 |
In 1919, the Canadian province of British Columbia (BC) established the Elementary Correspondence (EC) School to provide formal education for children living in rural areas with difficult access to a school. Through children’s letters, this paper interrogates the concept of place, a key one for placed-based approaches to environmental education. Place-based education has focused on natural and rural environments to engage students in environmental learning, sometimes presenting the desirability of connectedness to nature and the local community with nostalgia and romanticism. Children’s letters suggest that their learning has long been shaped by their places, material and imaginary, and that the EC school was a place as important as nature in children’s learning and schooling. Children’s letters contribute a rich historical perspective that helps to rethink the rural/urban divide into a relationship of mutual constitution of childhood and nature across time and space
Constitution · Environmental education · Geography · Natural (archaeology · Outdoor education · Pedagogy · Perspective (graphical · Place-Based Education · Political science · Rural area · Social connectedness · Sociology · Diverse Educational Innovations Studies · Indigenous and Place-Based Education · Outdoor and Experiential Education · Psychology · Social Psychology
Reconfiguring the Natures of Childhood
It all used to be better? Different generations on continuity and change in urban children's daily use of space
Introduction
Making ‘place’ for ecological sustainability in early childhood education
Refusing to settle for pigeons and parks
The Geography of Children
The Wretched of Canada
Reimagining Sustainability in Precarious Times
The Best of Both Worlds
Place-Based Education
In Search of History's Child
Urban Wild Things
Destabilizing Dualisms
The land is my school
| Citations per year | 0.5 |
|---|---|
| Citation span | 2022 - 2024 (3) |
| Highly cited | No |