Effective place-based education runs on community partnerships and genuine student projects.
Evidence
The first principle is: Maximize ownership through partnerships. Each CO-SEED site winds up being a partnership between a higher education institution, schools, diverse community organizations, and an environmental learning center. The community organizations may be the historical society, the conservation commission, the department of transportation, or the planning board. Environmental centers may be the zoo, a local trails group, or a regional nature center. … The second principle is: Engage students in real-world projects in the local environment and the community. Whether it be rebuilding the ropes course that got destroyed in the tornado or producing community recycling brochures for the mayor’s office, students can make real contributions. — David Sobel, Place-Based Education, 13
Categorization
- DEFINE: States the two governing principles that define place-based education practice, useful as the course’s conceptual core.
- XREF: Partnership-and-ownership framing parallels ecological pedagogy discussions elsewhere in this polyad (Eco-Justice’s Gruenewald thread). — connects to: Genuine civic participation can transform how a community perceives its young people; Ownership in place-based programs grows from multi-sector institutional partnerships — David Sobel, Place-Based Education: Connecting…, 13; An environmental educator functions as an in-school resource linking teachers to outdoors curricula. — David Sobel, Place-Based Education: Connecting…, 22 (+6 more)
Related
- Ownership in place-based programs grows from multi-sector institutional partnerships (similarity 0.87)
- Place-based education runs on four distinct domains of school practice (similarity 0.83)
- Place-based education organizes work into four balanced domains of practice. (similarity 0.83)
- Place-based programs weave environmental values in without letting them dominate any work domain. (similarity 0.81)
- David Sobel — Place-Based Education Connecting Classrooms and Communities (similarity 0.80)
- Place-based education requires place-specific balancing of economic and environmental concerns (similarity 0.78)
- Balancing economic and environmental concerns secures credibility for place-based education. (similarity 0.78)
Broader Connections
- Involving community partners across syllabus design makes partnerships sustainable
#expands(0.85) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 362 - Place-based educators succeed by augmenting existing curricula rather than adding new content.
#expands(0.75) — David Sobel, Place-Based Education, 27 - Balancing economic and environmental concerns secures credibility for place-based education.
#qualifies(0.72) — David Sobel, Place-Based Education, 91