Abstract:Place‐based pedagogy offers students a distinctive way to be attentive to a particular expression of a given religion while enabling them to minimize generalizations on the basis of that experience. Place‐based pedagogies decenter the traditional classroom as the sole locus of learning and emphasize the value of learning within varied spatial frameworks including undeveloped natural environments and built environments in rural, suburban, or urban communities. This article, set in Brooklyn, New York, is a case … Show more
“…Our goal was to model a process in which field trips within the community can grant candidates access to what theory suggests about place-based learning. Candidates are able to directly gauge whether or not visiting community spaces would allow their students to see themselves in the curriculum, bear witness to the historical events of their community, learn outside of the classroom, and make real-world connections authentically (Estey, 2014;MacGregor, 2012;Santelmann, 2011;Sgouros & Stirn, 2016). In line with the purpose of place-based learning, candidates investigated our community's connections to the institution of slavery and the slave trade through two community spaces, the required Georgia standards.…”
This description is brought to you for free and open access by the Journals at Digital Commons@Georgia Southern. It has been accepted for inclusion in Current Issues in Middle Level Education by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact
“…Our goal was to model a process in which field trips within the community can grant candidates access to what theory suggests about place-based learning. Candidates are able to directly gauge whether or not visiting community spaces would allow their students to see themselves in the curriculum, bear witness to the historical events of their community, learn outside of the classroom, and make real-world connections authentically (Estey, 2014;MacGregor, 2012;Santelmann, 2011;Sgouros & Stirn, 2016). In line with the purpose of place-based learning, candidates investigated our community's connections to the institution of slavery and the slave trade through two community spaces, the required Georgia standards.…”
This description is brought to you for free and open access by the Journals at Digital Commons@Georgia Southern. It has been accepted for inclusion in Current Issues in Middle Level Education by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact
“…An example definition provides a starting point: Place‐based educational methods decenter the traditional classroom as the sole locus of learning and emphasize varied spatial frameworks which include undeveloped natural environments and built environments encompassing rural, suburban, or urban communities. (Estey ,125)…”
Section: Place‐based Pedagogymentioning
confidence: 99%
“…Estey notes that in his own context, the place‐based approach assists students in their active engagement with place and places: The intent is to help undermine a type of subject/object distinction in which students abstract the places they visit and fail to make the connections between those places and Brooklyn College or between those places and their larger context. (, 127)…”
Section: The Risks and Challenges Of Reciprocitymentioning
confidence: 99%
“…The intent is to help undermine a type of subject/object distinction in which students abstract the places they visit and fail to make the connections between those places and Brooklyn College or between those places and their larger context. (, 127)…”
Section: The Risks and Challenges Of Reciprocitymentioning
In the undergraduate religious studies classroom at the University of Leeds students are introduced to the complexity of religion in locality. One of the most engaging ways to do this is through a place‐based pedagogy utilizing independent fieldwork as part of the learning process. However, undergraduates, like seasoned researchers, must learn to balance and understand the way insider representations influence academic interpretations, and the way their academic interpretations and representations can lead to change in the community being studied. Place‐based pedagogy has, therefore, an important ethical dimension that is not accounted for in the existing literature. Engaging with reciprocal research relations as a way to navigate this terrain introduces students to the human impacts of their research and develops their self‐awareness as researchers and religion specialists. This paper will draw on the Leeds experience to build an understanding of the interaction between place‐based pedagogy and reciprocal research relations which informs both teaching and research in the study of religion, and extends the existing discourse on the ethical dimensions of undergraduate research.
“…Ken Estey () offers a more detailed discussion of the historical antecedents of place‐based education in his article “The Place of Place‐Based Pedagogy in Teaching of Religion: Brooklyn and Its Religions.” The following texts are helpful in exploring the various influences: Dewey (); Freire (); Freire, Paulo, and Macedo (); Haymes (); hooks (); Massey (); and Orr ().…”
This essay analyzes student learning through place‐based pedagogies in an American Religions course. In the course, students analyzed cultural meanings and practices of regional religious communities and participated in sensory awareness and ecological learning in a campus garden. Embodied learning increased student understanding and appreciation of land‐based religious practices and epistemologies, and promoted multiple student literacies. In Religious Studies, place‐based learning is vital to the examination of the rich dimensions and expressions of religious experience. Across disciplines, place‐based pedagogies can expand and deepen text‐based learning, cultivate recognition of various ways of knowing, foster affective connections to the local community, and develop critical skills for addressing patterns of displacement and ecological denigration.
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