Place-based programs weave environmental values in without letting them dominate any work domain.

Evidence

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. The following text details each of these domains. — David Sobel, Place-Based Education, 74

Categorization

• recurring: this claim recurs 2 times within its source
• XREF: connects to: Place-based education runs on four distinct domains of school practice — David Sobel, Place-Based Education: Connecting…, 74; Place-based education requires place-specific balancing of economic and environmental concerns; Balancing economic and environmental concerns secures credibility for place-based education. — David Sobel, Place-Based Education: Connecting…, 91

Related

• Place-based education organizes work into four balanced domains of practice. (similarity 0.91)
• Place-based education runs on four distinct domains of school practice (similarity 0.90)
• Place-based education requires place-specific balancing of economic and environmental concerns (similarity 0.88)
• Balancing economic and environmental concerns secures credibility for place-based education. (similarity 0.88)
• Environmental content must be balanced with other subjects to be palatable in place-based education. (similarity 0.85)
• Environmental education works only as a balanced ingredient, not the whole dish. (similarity 0.82)
• Effective place-based education runs on community partnerships and genuine student projects. (similarity 0.81)
• Education should both serve the well-being of actual places and confront dominant cultural assumptions. (similarity 0.81)
• David Sobel — Place-Based Education Connecting Classrooms and Communities (similarity 0.80)
• Place-based environmental schooling can exist without critiquing modernity’s assumptions (similarity 0.80)
• Place-based educators succeed by augmenting existing curricula rather than adding new content. (similarity 0.79)
• Place-based and critical pedagogies split along rural-ecological versus urban-social lines. (similarity 0.79)
• A public school can place the environment at the center of its whole curriculum (similarity 0.78)

Broader Connections

• Place-based education requires place-specific balancing of economic and environmental concerns #qualifies (0.78)
• Balancing economic and environmental concerns secures credibility for place-based education. #qualifies (0.75) — David Sobel, Place-Based Education, 91