Place-based inquiry in a university course abroad
Lessons about education for sustainability in the urban outdoors
Bibliographic Data
| ID | 21721162 |
|---|---|
| Authors | Timothy G Thomas (0000-0001-6751-0214, James Madison University, corresponding author) |
| Year | 2020 |
| Volume | 21 |
| Issue | 5 |
| Pages | 895-910 |
| Publication date | 2020-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Sustainability in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 1467-6370 • E-ISSN: 1758-6739 |
| Publisher | Emerald (PUBLISHER) |
| DOI | 10.1108/ijshe-07-2019-0220 |
| OpenAlex | W3033704005 |
| Language | EN |
| Citations received | 7 |
| References cited | 12 |
Purpose This paper aims to present the case of a semester-long study-abroad education class in Italy. This course explored place-based methods that classroom teachers (K-12) might use to connect students’ outdoor surroundings to extend the lessons they learn in school about environmental sustainability. The experience of the university instructor and students outlined in this paper highlights the promise of place-based education to provide a potent approach for conveying principles of education for sustainable development (ESD). Design/methodology/approach An American university course enacted the approaches of place-based education and learning outdoors (harnessing student curiosity, building community partnerships, etc.) to investigate the natural and civic systems at work in the city of Florence. The participants deepened their understanding about the natural environment, economic health and well-being of inhabitants and compared the findings about local sustainable resource management to international settings. Through a deliberate practice framework, the students designed classroom lessons. Findings This discussion of university students’ work in an education course illuminates the possibilities for place-based applications in elementary and secondary schools. The pedagogical principles applied in this course also highlight the multidisciplinary strengths of ESD. Originality/value This paper provides an inside look at choices educators must make to provide relevance in classrooms, to connect the curriculum content that is standardized by governments with the systemic dilemmas that challenge communities. The author details the pedestrian topics that the university students examined during the semester. These lessons show that place-based inquiry situated in the outdoors can present clear lessons about sustainable development. An international comparative perspective can enhance learners’ perspectives about local surroundings
Curiosity · Curriculum · Education for sustainable development · Environmental education · Originality · Outdoor education · Pedagogy · Political science · Qualitative research · Situated · Social science · Sociology · Sustainability · Environmental Education and Sustainability · Indigenous and Place-Based Education · Outdoor and Experiential Education · Psychology
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| Citations per year | 1.75 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |