Place-based Education (PBE, PBL)

1. Challenges of PBE

1.1. More support from bigger organizations and policymakers is needed

1.2. Not used in a global scale

1.3. Not widely practiced due to traditional school having defined curriculums with no place for change

1.4. Teachers not relying on experts in the field

1.5. The environment can’t be controlled or manipulated

1.6. Increase in technology (it could also be used as an advantage)

1.7. Globalization

1.8. Failure to create a safe and supportive environment

1.9. Most sources of PBE are in English and based in Western countries

2. Historical Background

2.1. At urban schools a sense of place was lacking

2.2. -It started being popular in the 90’s to fight Neoliberalism and educational reforms (Semken&Freeman, 2008).

2.3. The EC school in British Columbia in 1919.

2.4. COVID-19 Outbreak

3. Examples of PBE projects

3.1. Green school Bali

3.2. Brooklyn Water front

3.3. Māori curriculum

3.4. School gardens

3.5. Greater Egleston Community High School: Students worked on improving air quality in their neighborhood (A. Smith, 2007).

4. Connected theories

4.1. Outdoor education

4.2. Ecopedagogy

4.3. Pedagogy of the oppressed Paulo Freire, 1968

4.4. Sense of place theory

4.5. Culturally responsive teaching Hammond, 2018

4.6. Experiential learning John Dewey, 1938

4.7. Mutual Aid Kropotkin, 1902

5. Purpose

5.1. “deconstruct existing oppressive relationships” (Seawright, 2014)

5.2. Foster community-oriented citizens

5.3. Develop collaborative work between humans in a specific place

5.4. Expand students view of the world and foster their engagement

5.5. Understand relationships between humans and nature (Orr, 1992; G. Smith and Williams, 1999; Sobel, 2004)

5.6. Decolonize and deconstruct

5.7. “Develop future citizens that generate sustainable solutions to environmental, social, and economic problems”, (UNESCO, 2007).

6. Methodologies

6.1. -Mixed methods (qualitative and quantitative)

6.2. -Observations by researcher

6.3. Applying Place-Based teaching for a span of 10 weeks, by the teacher.

6.4. Students as researchers in their local community

6.5. Data Collection (interviews, surveys, questionnaires, observation diaries, document analysis)

6.6. Collecting data through student assignments on PBE and reflective diaries

7. Principles of PBE

7.1. The environment as a classroom

7.2. Inquiry based

7.3. Design based approach

7.4. Student-centered

7.5. Community-centered

7.6. On-site learning

7.7. Local focus that becomes global

7.8. Interdisciplinary learning

8. Benefits of PBE

8.1. Connection to local contexts, cultures and environments (Gruenewald, 2003a; Smith, 2002; Sobel, 2004; Orr, 2013)

8.2. Students identify and act on issues from their local areas (Smith and Sobel, 2010)

8.3. Deepens engagement (Smith, 2002)

8.4. Smith, 2002, “PBE acknowledges the lived experiences of students in a way that classroom learning does not”

8.5. Develops team work and awareness of one’s own environment

8.6. Deepens imagination

8.7. Promotes problem-solving and critical thinking skills in students

8.8. Makes education relevant

8.9. Creates active citizens