Connecting Place-Based Learning to a South Texas Nature Sanctuary

• In Event: Critical Pedagogies of Place in Aztlán, Gran México

Abstract

Objectives

The purpose of this project is to introduce an emerging place-based curricular program nested in a South Texas nature sanctuary, referred to in this study as Quinta Mazatlán. Focusing on promoting place-based education in this region, this project advances curricular developments in early childhood education related to place-based and nature-based learning.The following question is addressed: What does place-based learning look like in a South Texas nature sanctuary?

Perspectives or theoretical framework

To think through intersections of place, community, and curriculum, I draw upon place-based approaches of Smith and Sobel (2010). I deploy critical place-based scholarship such as Gruenewald (2003) and Buxton (2010) to “unpack the power dynamics of political history that has largely determined who lives where and with access to what resources'' (p. 123). I draw upon Guajardo (1997) to re-historicize elements of this region.

Methods techniques or modes of inquiry

An autoethnographic case study is used to explore the first author’s experience in designing and implementing a place-based school at Quinta Mazatlán. Autoethnographic methods describe and analyze a personal experience in order to understand a cultural experience (Ellis et al., 2011). Case studies are a subjective autoethnographic investigation of a phenomenon that gives useful insight into what’s going on (Marshall & Rossman, 2011).

Data sources, evidence, objects, or materials

Data sources included participant observation, a reflective journal, interviews, and document analysis. Documents analyzed included current curriculum used, mission statements, lesson plans, sketches, writing samples from students, and an extensive reflective journal. A combination of these sources are central to this study as they produce “thick descriptions of personal and interpersonal experience” (Ellis et al., 2011).

Findings

The research findings reveal: 1) the curricular development of place-based learning in the South Texas nature center provided authentic and experiential learning opportunities for young children, 2) the curricular framework promoted a social awareness of place for students who became invested in the environmental, ecological, and social well-being of their place, and 3) the author reported challenges regarding place-based learning and developmental appropriateness for young children.

Scholarly Significance

This project expands and enriches place-based education as young learners find their place in the community and environment. Overall, this project provides an emergent model of how to conduct critical place-based pedagogies in our region within the context of public school demands.

References

Buxton, C. (2010). Social problem solving through science: An approach to critical, place based, science teaching and learning. Equity & Excellence in Education, 43 (1), 120-135.

Ellis, C., T. E. Adams, and A. P. Bochner. 2011. “Autoethnography: An Overview.” Historical Social research/Historische Sozialforschung 12 (1): 273–290.

Gruenewald, D. 2003b. ‘The best of both worlds: A critical pedagogy of place.’ Educational Researcher 32 (4), 3-12.

Guajardo, F. (1997). Studying ourselves in our schools: An idea/project guide for Edcouch-Elsa and La Villa teachers. El Llano Grande Journal, 1(1), 1-15.

Marshall C., and Rossman, G. (2011). Designing qualitative research. Sage.

Smith, G. A., and Sobel, D. (2010). Place-and-community-based education in schools. New York: Routledge.

Author

• elizabeth kittleman