Dissertation/Thesis Abstract

Place-based Education: Educator Perspectives on a Critical Pedagogy
by Madden, Ellen J., M.A., Prescott College, 2016, 108; 10110427
Abstract (Summary)

As education evolves in the 21st century and students learn to develop knowledge from the ground up, educators step into the role of facilitator. Critical to this paradigm shift is a connection with places that develops knowledge from local experiences into broad global understanding. This thesis explores the literature on how people develop a connection with place, the importance of learning about the world through appropriate developmental stages, and the relevance of place-based education as part of learning in the 21st century. Through qualitative research methods—including surveys, interviews, and focus groups—this thesis demonstrates the ways in which educators in an elementary school in Albuquerque, New Mexico develop a personal sense of place. It also asks how an educator’s understanding of place is integrated into her or his teaching practices and addresses where there is room for place-based education principles in a wide range of classrooms. The findings of this study suggest that through relationships to place and people, young learners can develop a sense of belonging that drives a love of and responsibility for places on both local and global scales.

Indexing (document details)
Advisor: Thomas, Loren
Commitee: Sharp, Lloyd, Sorensen, Mark
School: Prescott College
Department: Education
School Location: United States -- Arizona
Source: MAI 55/04M(E), Masters Abstracts International
Subjects: Pedagogy, Education, Teacher education
Keywords: Constructivism, Critical pedagogy, Place, Place-based education, Sense of place, Stewardship
Publication Number: 10110427
ISBN: 978-1-339-73682-2
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