Valuing Place Consciousness in the Pass: Supporting Teacher Practice Through Place-Conscious Pedagogy

• In Event: Fairmont Roundtable Session Two
  In Roundtable Session: Place Consciousness in Curriculum and Praxis (Table 2)

Abstract

What is the experience of educators working to adopt place-conscious pedagogy for their students? Our research documents a cohort of 14 teachers and 3 principals engaged in a school-division initiative to support and enhance place-conscious pedagogy at three schools in Crowsnest Pass, Alberta. Place-conscious pedagogy offers hands-on opportunities for students to become active participants in understanding and applying curricular knowledge in local environmental and social contexts. The educational value of place consciousness in the literature show this approach to teaching can improve academic performance and develop informed, active, and engaged young citizens. Three key themes that are explored in this preliminary paper include greater student and teacher agency, affirmation of student and teacher identity, and strengthening school-community partnerships.

Authors

• Sharon P. Pelech, University of Lethbridge
  Presenting Author

• Darron Kelly, Memorial University of Newfoundland
  Presenting Author