Exploring Teacher-Driven Themes in Place-Conscious Pedagogy: Canadian Perspectives

• In Event: Places, Encounters, and Imaginings: Exploring Curricular Perspectives Across Educational Locations

Abstract

Our research explores the meaning and value of place-conscious pedagogy for teachers and their students in the context of small seaport and prairie communities in Canada. We are guided by two interrelated research questions: what practices do place-conscious teachers offer students; and what is the meaning and value of place-conscious for teachers and their students? These questions are explored through in-depth interviews with teachers in Alberta and in Newfoundland and Labrador who self-identify as practitioners of place-conscious pedagogy. Through this research, we have identified five teacher-driven themes associated with place-conscious pedagogy.

Authors

• Sharon P. Pelech, University of Lethbridge

• Darron Kelly, Memorial University of Newfoundland