Environmental content must be balanced with other subjects to be palatable in place-based education.

Evidence

The curriculum of SES is centered around the environment. Each term, subjects are all connected to a common theme, such as rivers, mountains, or forests. When students study rivers, for example, they look at novels about rivers and do math about water use, but also focus on the local watershed within which they live. — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education, 1842 (#corroborates, via linked claim)

It’s important to help teachers understand that we’re not trying to introduce new curriculum; we don’t come with a prefab set of activities or an agenda. When teachers complain “Not one more thing to cover!” we try to clarify that the environmental educator is an inhouse staff-support person. — David Sobel, Place-Based Education, 27 (#corroborates, via linked claim)

Categorization

• XREF: connects to: Balancing economic and environmental concerns secures credibility for place-based education. — David Sobel, Place-Based Education: Connecting…, 91; Place-based education requires place-specific balancing of economic and environmental concerns; The label ‘environmental education’ itself repels some communities where neutral terms succeed. — David Sobel, Place-Based Education: Connecting…, 72 (+2 more)

Related

• Thematic curriculum can unite every subject around a local environmental place (similarity 0.91)
• Place-based education organizes work into four balanced domains of practice. (similarity 0.85)
• Place-based programs weave environmental values in without letting them dominate any work domain. (similarity 0.85)
• Place-based education requires place-specific balancing of economic and environmental concerns (similarity 0.85)
• Balancing economic and environmental concerns secures credibility for place-based education. (similarity 0.85)
• Environmental educators succeed by supporting existing curricula rather than adding new content (similarity 0.85)
• Place-based educators succeed by augmenting existing curricula rather than adding new content. (similarity 0.83)
• An environmental educator functions as an in-school resource linking teachers to outdoors curricula. (similarity 0.82)
• Environmental education works only as a balanced ingredient, not the whole dish. (similarity 0.81)
• The label ‘environmental education’ itself repels some communities where neutral terms succeed. (similarity 0.81)
• A public school can place the environment at the center of its whole curriculum (similarity 0.81)
• Place-based education gains buy-in by helping teachers meet existing mandates, not adding curriculum. (similarity 0.80)
• Place-based education runs on four distinct domains of school practice (similarity 0.80)
• Place-based environmental schooling can exist without critiquing modernity’s assumptions (similarity 0.79)
• David Sobel — Place-Based Education Connecting Classrooms and Communities (similarity 0.78)

Broader Connections

• Thematic curriculum can unite every subject around a local environmental place #corroborates (0.78) — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education, 1842
• Place-based educators succeed by augmenting existing curricula rather than adding new content. #corroborates (0.72) — David Sobel, Place-Based Education, 27