Place-based education organizes work into four balanced domains of practice.

Evidence

In CO-SEED schools, we try to create this kind of balance in a variety of ways. We encourage SEED teams to pursue projects within four domains of work: curriculum integration, schoolyard enhancement, community-based education, and school sustainability. A thread of environmentalism runs through all of these, but doesn’t dominate in any of them. In each domain we seek to balance environmental perspectives with other genuine concerns. — David Sobel, Place-Based Education, 74

Categorization

• DEFINE: Provides the four-domain taxonomy that structures the program — a transferable framework for the reader.
• recurring: this claim recurs 2 times within its source
• XREF: connects to: Place-based education requires place-specific balancing of economic and environmental concerns; Place-based education runs on four distinct domains of school practice — David Sobel, Place-Based Education: Connecting…, 74; Thematic curriculum can unite every subject around a local environmental place — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education: Toward Diverse,…, 1842 (+1 more)

Related

• Place-based education runs on four distinct domains of school practice (similarity 0.96)
• Place-based programs weave environmental values in without letting them dominate any work domain. (similarity 0.91)
• Environmental content must be balanced with other subjects to be palatable in place-based education. (similarity 0.85)
• Place-based education requires place-specific balancing of economic and environmental concerns (similarity 0.84)
• Balancing economic and environmental concerns secures credibility for place-based education. (similarity 0.84)
• Effective place-based education runs on community partnerships and genuine student projects. (similarity 0.83)
• A public school can place the environment at the center of its whole curriculum (similarity 0.83)
• Environmental education works only as a balanced ingredient, not the whole dish. (similarity 0.82)
• Thematic curriculum can unite every subject around a local environmental place (similarity 0.82)
• David Sobel — Place-Based Education Connecting Classrooms and Communities (similarity 0.80)
• Place-based educators succeed by augmenting existing curricula rather than adding new content. (similarity 0.79)
• Education should both serve the well-being of actual places and confront dominant cultural assumptions. (similarity 0.79)
• Place-based and critical pedagogies split along rural-ecological versus urban-social lines. (similarity 0.79)
• Place-based environmental schooling can exist without critiquing modernity’s assumptions (similarity 0.79)

Broader Connections

• A public school can place the environment at the center of its whole curriculum #exemplifies (0.78) — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education, 1837
• Thematic curriculum can unite every subject around a local environmental place #expands (0.75) — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education, 1842