Place-based education requires place-specific balancing of economic and environmental concerns

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 (#corroborates, via linked claim)

In his recent article, “Place-Based Education: Learning To Be Where We Are,” Smith (2002) writes, “Because place-based education is by its nature specific to particular locales, generic curricular models are inappropriate” (p. 587). Smith does, however, offer five approaches to place-based learning that can focus educational research into place-based practices: (a) local cultural studies, (b) local nature studies, (c) community issue-investigation and problem-solving, (d) local internships and entrepreneurial opportunities, and (e) induction into community decision making. — David A. Gruenewald, The Best of Both Worlds, 103 (#expands, via linked claim)

Categorization

• XREF: connects to: Place-based education runs on four distinct domains of school practice — David Sobel, Place-Based Education: Connecting…, 74; Place-based education organizes work into four balanced domains of practice. — David Sobel, Place-Based Education: Connecting…, 74; The label attached to environmental education determines whether communities accept it. (+5 more)

Related

• Balancing economic and environmental concerns secures credibility for place-based education. (similarity 0.95)
• Place-based programs weave environmental values in without letting them dominate any work domain. (similarity 0.88)
• Place-based education rejects generic models in favor of locale-specific approaches. (similarity 0.86)
• Environmental content must be balanced with other subjects to be palatable in place-based education. (similarity 0.85)
• Place-based education organizes work into four balanced domains of practice. (similarity 0.84)
• Education should both serve the well-being of actual places and confront dominant cultural assumptions. (similarity 0.83)
• Place-based and critical pedagogies split along rural-ecological versus urban-social lines. (similarity 0.81)
• Place-based education runs on four distinct domains of school practice (similarity 0.81)
• Environmental education works only as a balanced ingredient, not the whole dish. (similarity 0.80)
• Place-based environmental schooling can exist without critiquing modernity’s assumptions (similarity 0.80)
• Environmental education can alienate resource-dependent rural communities when it condemns local livelihoods. (similarity 0.79)
• Effective place-based education runs on community partnerships and genuine student projects. (similarity 0.78)
• A critical pedagogy of place merges localized action with geography-aware critical pedagogy. (similarity 0.78)
• David Sobel — Place-Based Education Connecting Classrooms and Communities (similarity 0.78)

Broader Connections

• Balancing economic and environmental concerns secures credibility for place-based education. #corroborates (0.85) — David Sobel, Place-Based Education, 91
• Environmental content must be balanced with other subjects to be palatable in place-based education. #qualifies (0.75)
• Place-based education rejects generic models in favor of locale-specific approaches. #expands (0.72) — David A. Gruenewald, The Best of Both Worlds, 103