Place Matters: A Critical Review of Place Inquiry and Spatial Methods in Education Research

Butler, Alisha; Sinclair, Kristin

doi:10.3102/0091732x20903303

Cited by 44 publications

(29 citation statements)

References 102 publications

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“…Cresswell argues therefore that “Place, at a basic level, is space invested with meaning…” (p. 12). Butler and Sinclair ( 2020 ) similarly argue that places are where we ‘learn about ourselves…and connect to our… surroundings” (p. 64). The possibilities regarding ways places and spaces influence us as we use them, linked to our debates about relationships between aesthetics, form and function.…”

Section: Our Collective Thinkingmentioning

confidence: 99%

“…Corner beanbags invite pause for thinking, relaxing, snuggling and creative dreaming. In this regard, Butler and Sinclair ( 2020 ) observe that places can be contexts in which two influences are at work: human agency and social structures, to which Benade ( 2019 ) may add that a classroom space itself can exert influence.…”

Section: Our Collective Thinkingmentioning

confidence: 99%

“…Butler and Sinclair ( 2020 ) considered the quality of the educational practices taking place inside schools. They argued that schools as places are experienced as meaningful locations for those using them.…”

Section: Introductionmentioning

confidence: 99%

“…When memories about school are nudged, we may respond emotionally. Butler and Sinclair ( 2020 ) suggest that people develop attachment to, and ascribe meaning to, places. Both attachment and ascribed meaning can vary according to “cultural background and positionality; in fact, every person has a unique sense of place” (Butler and Sinclair 2020 , p. 67).…”

Section: Introductionmentioning

confidence: 99%

“…Patterns of movement, relationships between spaces and educational practices and mediating effects are ideas explored in the literature (Butler and Sinclair 2020 ; Uline and Roberts 2009 ; Upitis 2004 ). Uline and Roberts for example, suggest that learning environments are ‘mediating conditions in which teaching and learning takes place’ (p. 378).…”

Section: Introductionmentioning

confidence: 99%

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Talking Spaces: Architects and Educators

Wright

Thompson²,

Horne³

2021

NZ J Educ Stud

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This article synthesises longitudinal deliberations between two architects and an educator, seeking common ground about learning spaces in schools. As the impetus for new and refurbished school buildings continues in New Zealand, it is timely to unpack instinctual disciplinary practices to better understand space and place in schools. We undertook a process of ‘bumping’ ideas against one another, establishing intersections around the nature of physical spaces created, inhabited, appropriated and used for educational purposes. The process of documenting our deliberations was dialogic and autoethnographic. Through interrogating ideas about space and place in literature and images, we explored how classrooms function for teaching and learning, and opportunities for both intimate and social learning and teaching. We sought to clarify how architects translate ideas about flexible learning, collaboration and whole class teaching into the design of schools and classrooms. We shared knowledge about pedagogy and architecture, and from these iterative dialogic practices, we offer ideas about educational spaces and places from those positions. As disciplinary professionals, we had internalised so much knowledge and expertise within our own fields,we realised that articulating it to others can be a struggle. We have shared the crafting of this article to partially compensate for misplacing the words to express how and why we do what we do in our own practices. We believe that it matters not only that learning spaces are designed well, but also that architects and educators can talk with rather than past each other.

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Section: Our Collective Thinkingmentioning

confidence: 99%

Section: Our Collective Thinkingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Talking Spaces: Architects and Educators

Wright

Thompson²,

Horne³

2021

NZ J Educ Stud

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Curriculum as invader: Normalising white place in the Australian curriculum

Smith

2023

The Curriculum Journal

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Curriculum, as a policy and way of moving through educational experience, is entwined with an ongoing history of invasion in Australia and similar invader‐colonial contexts. As a result of this, the conceptual foundations of curriculum in Australia reproduce colonial epistemologies as normative modes of knowing and consideration. One way of seeing how this is possible and easily reproduced is through a consideration of how renderings and representations of “place” – the complex entanglements of lands, histories, and identit(y/ies) – mediate both how (a) invasion can be normalised as a historical, geographic, and political “placial” reality, and (b) students and teachers might experience education in and of place. Indeed, “place” is a central guiding concept in official curriculum policy just as much as place is an experienced curriculum both within the school and in the broader world. In this respect, this paper looks to unpack how the concept of place is represented in curriculum policy and the attendant assumptions and implicit discourses that this (re)produces about the experiences of people in/of invaded place. Through a look at the coming revision to the Humanities and Social Science's learning area of the Australian Curriculum, I look to how the curriculum as policy frames place as synonymous with invader place epistemically and how this mediates what students can know and themselves feel about the embodied experience of learning about/in/of place.

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“Step Outside”: A portrait of an exemplary rural K‐8 science educator

Hammack

Stanton

Boyle³

2022

J Res Sci Teach

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This study uses portraiture methodology to co‐construct and share the story of a nationally recognized rural K‐8 science teacher with more than 30 years of teaching experience. Our analysis and synthesis revealed one central theme “Step Outside” and three subthemes: (1) Step Outside of the rural classroom, (2) Step Outside of the K‐8 teacher's comfort zone, and (3) Step Outside of science silos, that have been central to the teacher's personal and professional journey. Examining the ways, these subthemes have intersected across the career of an exceptional rural teacher offers valuable insight to the development of teacher identity and how it shapes practice and research, especially within marginalized contexts such as K‐8 science education and rural settings.

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Place Matters: A Critical Review of Place Inquiry and Spatial Methods in Education Research

Cited by 44 publications

References 102 publications

Talking Spaces: Architects and Educators

Talking Spaces: Architects and Educators

Curriculum as invader: Normalising white place in the Australian curriculum

“Step Outside”: A portrait of an exemplary rural K‐8 science educator

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