Coming home to place: Aboriginal Lore and place-responsive pedagogy for transformative learning in Australian outdoor education

Spillman, David

doi:10.1007/bf03400999

Cited by 17 publications

(9 citation statements)

References 12 publications

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“…Although aspects of this northern study bear a resemblance to insights of other research [43] [68] [105] [138], these UCN student findings address the empirical role of situated learning theory, participatory video and the idea of a "remote learning modality" in contrast to the taxonomy of culture in adult learning. A first note is that controversial assumptions regarding differences in academic performance between self-declared Aboriginal and non-Aboriginal students becomes less important once one dissociates from conventionally-didactic forms of teaching and metropolitan grading routines.…”

Section: Discussionmentioning

confidence: 61%

“…Unfortunately, the absence of a comprehensive conceptual base for awareness and facilitating relevant understanding in northern societies exists [41]. Inspired research must present sustained connectivity to even seasonal freshwater-related employment [42] [43] enabling local opportunity for transformative change centering on shifts in underlying biases and personal affective freshwater sustaining assumptions. Moving from dependence on classroom-based approaches towards combinatory integrations of purposeful lesson deliveries [44] [45] presents as sensible in delivering local skill set competencies "just-in-time" for isolated and mixed learning populaces.…”

Section: Introductionmentioning

confidence: 99%

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Embedded Place-Responsive Learning, Participatory Video and Scholastic Achievement in Northern Manitoba Adult Environmental Education

Stepaniuk¹

2019

JHRSS

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Academic performance is a challenge confronting many postsecondary students in Northern Manitoba. As such, this study explores the role of situated (field-based) learning and participatory video in facilitating scholastic achievement relating to local freshwater availability and mindfulness. First-year students (n = 97) enrolled at the University College of the North in The Pas were randomly assigned to four adult education approaches containing identical subject matter. Student performance was assessed using outcomes of quantitative testing that focused on either foundational concepts or applied skills. Empirical data were examined using ordered multinomial logistic regression and explored cursorily in relation to unsolicited qualitative statements arising from in-stream participatory video and digitally-captured post-test interviews for each enrollee. Non-conventional lesson interaction inclusive of a modified participatory video approach significantly (p = 0.003) increased quantitative test score means by 26%, raised applied skill scores by one grade level (12%) and significantly (p = 0.07) improved concept understanding between five and 20%. Despite benefits, northern self-declared Aboriginal students still had lower (−11%) test scores on average. Importantly, there was less of a difference academically between non-and self-declared Aboriginal student test scores when situated learning and participatory video use were compared to didactic delivery alone. By identifying non-conventional strategies for improvement in environmental education, tertiary level institutions are presented another option for increasing academic performance ideally mitigating high attrition rates that continue to plague postsecondary education in Northern Manitoba; and for that matter, Canada.

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Section: Discussionmentioning

confidence: 61%

Section: Introductionmentioning

confidence: 99%

Embedded Place-Responsive Learning, Participatory Video and Scholastic Achievement in Northern Manitoba Adult Environmental Education

Stepaniuk¹

2019

JHRSS

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“…pedagogies' within more critical forms of environmental education (e.g. Mannion, Fenwick and Lynch, 2013;Spillman, 2017). Some of this work also resonates with indigenous land education and its attunement to decolonial and more-thanhuman place relations (Tuck, Mckenzie and McCoy, 2014).…”

Section: Summary: Social Biological and Materials Intersections Of Le...mentioning

confidence: 69%

Individual differences and influences on learning

Williamson¹,

Jasinka²,

Allen³

et al. 2022

Reimagining Education: The International Science and Evidence Based Education Assessment

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T his chapter assesses the biological, psychological and social factors that contribute to individual di erences in learning. Recent research suggests individual di erences emerge from complex interactions between these factors. Here the focus is on reciprocities across the di erent levels and exploring the controversies and convergences across di erent disciplines. Cross-disciplinary research can lead to innovations in the science of learning. For example, culturally sensitive conceptualizations and assessments of psychological processes acknowledge the interactions between individuals' cognitive development with the sociopolitical factors that shape their environments. The ndings caution against policy interventions that focus on a single assumed causal factor because educational outcomes cannot be predicted by one factor alone. Future research and policy should account for the interacting 'bio-psycho-social' (Youdell et al., 2020) factors that in uence individual di erences in education.

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“…Not every educator who practises place-based education is using this form of traditional place-based education. The term place-based education may cover multiple forms of place-related pedagogy, included traditional place-based education (Sobel, 2004), place-responsive education (Spillman, 2017), land-based education (Lowan-Trudeau, 2013), and place-conscious education (Greenwood, 2013), to name only a few. We are critiquing traditional place-based education specifically.…”

Section: The Pedagogical Value Of Magical Moments: Understanding Placmentioning

confidence: 99%

Locating the Educator in Outdoor Early Childhood Education

Dawson¹,

Beattie

2018

Aust. J. environ. educ.

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We tell the story of an experience Kate Dawson, her students, and three eagles had at an outdoor preschool. The experience profoundly affected Kate, and prompted us to ask the following questions: What made this experience feel so magical, and what caused it to happen? Why are these magical moments valuable, and how might they impact our pedagogical practices? We posit that magical moments in outdoor early childhood education depend upon relational and pathic knowledge, and understanding of place, rather than intellectual or cognitive knowledge about place. We suggest conditions and practices educators may employ to foster magical moments, including slow ecopedagogy and embodied, sensory, and spiritual attunement to place. We consider our role as educators in the educator-students-place system, particularly when acknowledging that place is agentic, and acts as learner, knower and teacher. To understand place pedagogically, we must think of ourselves as learners and as the objects of learning, as much as thinking of ourselves as knowers. This requires a pedagogy of embodied responsiveness and a surrender to place as teacher. Far from simplifying the work of the educator, living within a relationship of educator-students-place complexifies the practice of teaching.

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Coming home to place: Aboriginal Lore and place-responsive pedagogy for transformative learning in Australian outdoor education

Cited by 17 publications

References 12 publications

Embedded Place-Responsive Learning, Participatory Video and Scholastic Achievement in Northern Manitoba Adult Environmental Education

Embedded Place-Responsive Learning, Participatory Video and Scholastic Achievement in Northern Manitoba Adult Environmental Education

Individual differences and influences on learning

Locating the Educator in Outdoor Early Childhood Education

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