Encountering Ideas of Place in Education

Emma Rawlings Smith is Lecturer in Sustainability and Geography Education at the University of Southampton, England.Susan Pike is Assistant Professor of Geography Education, Trinity College Dublin, Ireland.

• PART 1: BEING IN PLACE 1. Bee-ing and Feeling of Place 2. Encountering the Riverina: Developing inter-cultural capabilities in Indigenous science environmental education 3. Reframing children’s disempowered relationships with once-familiar places through Eco-Capabilities 4. Encountering the Everyday: Place writing during geography fieldwork 5. Place-based learning initiatives in the Burrenbeo 6. A place-based pedagogy for outdoor education PART 2: COMMUNITY PLACES, PERSPECTIVES AND EXPERIENCES 7. Documenting young children’s perspectives of their locality through their multi-modal representations of space 8. Mapping the importance of place, identity and local ways of knowing 9. Place-based education: Fostering local identities among Thailand’s youth 10. Young people’s musings on community at a community radio station 11. Place-based education: Understanding and investigating the important questions 12. Possibilities of a radical pedagogy of place: Lessons from Haocha 13. Developing a virtual sense of place PART 3: ENCOUNTERING PLACE IN EDUCATIONAL SPACES 14. Home, place and young people’s geographies in the classroom 15. Fostering the Traveller child’s sense of place in education 16. Interrupting the everyday: Students' photography in reimagining their places 17. Diversity, demographics and sense of place: English as an Additional Language pupils’ school experiences 18. Difference and diversity: teaching climate change through an attention to place 19. Exploring the geographical palimpsest of place through local and international fieldwork 20. Conclusion

"This diverse, thought-provoking and carefully curated collection provides a significant series of insights into the sheer diversity of ways in which place can be conceptualised in educational settings. It examines the active role of land and landscapes, humans and nonhumans, understood through diverse theoretical frameworks. Importantly, chapters highlight both everyday, emotional and embodied engagements with places as much as the ways in which power and politics may be at play in learning spaces. Drawing on diverse case studies from around the world, the book as a whole also extends beyond the more ‘familiar’ settings in which place might be considered – such as outdoor learning – to attend to issues such as technology, language and media. A key strength of the book is in the collaborative approach to writing chapters – across different contexts and forms of expertise – in a way that foregrounds truly diverse encounters with place that should be generative for scholars, educators, policy-makers and practitioners looking for inspiration as to the many ways in which place matters to, and in, education settings."- Peter Kraftl, Professor of Human Geography, University of Birmingham, UK