Balancing economic and environmental concerns secures credibility for place-based education.
Evidence
Place-based education works best when both economic and environmental concerns are balanced. In Alaska, that means inviting native elders to train adolescents in caribou hunting. In Brooklyn, New York, that means having students map the sources of toxic waste emissions to help in the struggle to reduce childhood asthma. In the North Country of New Hampshire, it means teaching math and science through forestry education. Environmental education gains credibility when jobs are given the same importance as prairie dogs and plovers. — David Sobel, Place-Based Education, 91
Categorization
- XREF: Brooklyn asthma-toxic waste example lands squarely in the environmental-justice thread running across all four courses. — connects to: Environmental content must be balanced with other subjects to be palatable in place-based education.; Environmental education can alienate resource-dependent rural communities when it condemns local livelihoods. — David Sobel, Place-Based Education: Connecting…, 68; Place-based education requires place-specific balancing of economic and environmental concerns (+3 more)
- SEED: The ‘jobs given equal importance to prairie dogs and plovers’ line is a quotable framing device for an environmental-justice essay.
Related
- Place-based education requires place-specific balancing of economic and environmental concerns (similarity 0.95)
- Place-based programs weave environmental values in without letting them dominate any work domain. (similarity 0.88)
- Environmental content must be balanced with other subjects to be palatable in place-based education. (similarity 0.85)
- Education should both serve the well-being of actual places and confront dominant cultural assumptions. (similarity 0.85)
- Place-based education organizes work into four balanced domains of practice. (similarity 0.84)
- Environmental education can alienate resource-dependent rural communities when it condemns local livelihoods. (similarity 0.81)
- Place-based environmental schooling can exist without critiquing modernity’s assumptions (similarity 0.80)
- Place-based education runs on four distinct domains of school practice (similarity 0.80)
- Environmental education works only as a balanced ingredient, not the whole dish. (similarity 0.80)
- David Sobel — Place-Based Education Connecting Classrooms and Communities (similarity 0.80)
- Place-based and critical pedagogies split along rural-ecological versus urban-social lines. (similarity 0.80)
- Effective place-based education runs on community partnerships and genuine student projects. (similarity 0.78)
Broader Connections
- Education should both serve the well-being of actual places and confront dominant cultural assumptions.
#expands(0.75) — David A. Gruenewald, The Best of Both Worlds, 24