Towards a critical pedagogy of place for environmental conservation

Abstract

This paper considered the changes in education that are needed in response to the rapidly deteriorating state of the Earth's environment. We argued that such changes should be focused on developing an effective education that equips inhabitants of the Earth to understand their environment towards contributing to its conservation, especially with respect to climate change mitigation and adaptation. This is crucial because previously colonised people and their environments are marginalised in their Eurocentric education systems. To escape ethnocentricity, education should be transformed using a polycentric approach that legitimises all knowledge systems and places. Therefore, this study employed a qualitative approach to explore teachers' perceptions of the extent to which their education system is based on local knowledge and places, and how the concept of place might be engaged as the foundation for learning. A selection of teachers participated in the study, which employed in-depth interviews.Factors that contributed to the place-detachment of participants' practice were analysed, along with a discussion of educational reform ideas that included place-based approaches and indigenous methods. The correlation between these ideas and a critical pedagogy of place has implications for environmental conservation in local and global contexts.

Policies and practices of climate change education in South Asia: towards a support framework for an impactful climate change adaptation

“…CCE can also be viewed to include a sense of “place” and “identity” between the individuals and the locations they are connected with. This is supported by the place attachment theory, whereby people associate a positive attachment with a community and place (Altman and Low 1992 ; Brown and Perkins, 1992 ; Fried 2000 ; Ajaps and Mbah, 2022 ). When we recognize that attachment to a place is holistic and is continuously changing, we can identify its influence on relevant challenges and adaptation practices (Quinn et al, 2015 ).…”

“…Here, we defined climate change adaptation as mechanisms or methodologies put in place to respond promptly and adequately or effectively to reduce the vulnerability of environmental and human systems to the impacts of climate change (Molthan-Hill et al, 2022 ). It should be noted that as the degree of the impact of climate change varies across nations and regions, if one wants to anchor education activities locally to facilitate adaptation processes, place-based specific conditions can play a key role (Ajaps and Mbah, 2022 ).…”

Nature-Based Learning and Digital Competencies in Early Years Education

“…Recent years have witnessed a growing academic interest in nature-based or environmental education. The arguments of those who defend that nature should be part of regular education gather around the severe consequences of climate change on Earth, the increasing contribution of people to these results, and the necessity of producing solutions quickly (Ajaps & Forh Mbah, 2022). There is a further claim that to contribute to environmental conservation, training and education should be critical and relatable (Kayira, 2013).…”

“…There is a further claim that to contribute to environmental conservation, training and education should be critical and relatable (Kayira, 2013). Therefore, when educating young learners, a critical and place-based pedagogy (Freire, 1974;Sobel, 2005), often defined as critical pedagogy of place (Ajaps & Forh Mbah, 2022), should be referred to make the process meaningful, consistent, and context-driven. Place-based pedagogy focuses on people-nature connection and bond.…”

“…Critical place-based pedagogy should reflect a transformation model. Through this model and re-connecting children with nature, it is highly possible to support children on the way to becoming active learners through being a part of knowledge creation (Ajaps & Forh Mbah, 2022). Children in nature-based education question, research, search for answers, criticize, cooperate, and be part of understanding (Malone et al, 2017).…”