Narration, Place, and the Social
Chapter 4. Learning in Place: Wayfinding, Emplacement, and Creativity
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LEARNING IN PLACE: WAYFINDING, EMPLACEMENT, AND CREATIVITY
Rather than viewing place as simply the venue for learning about place and associated critical issues, this chapter explores the relationships of mind-body-environment and how we learn from place, including in relation to the social and narration. In this way, we tease out interactive and emplaced dimensions of practical experience that shape learning in a teacher education program. The empirical data drawn on to elaborate this discussion are from three different offerings of a university summer institute for beginning and experienced educators, which takes place on Treaty 6 and 10 territories in the central prairie and boreal forest regions of Canada. The 2-week six-credit institute is divided into two courses of Urban Education and Land-based Education, with students spending each day out of the classroom, walking, sitting, paddling, and otherwise situated within and across the course territories.
Through the lens of questioning, what happened here? What is happening here? What could happen here? students explored how place is determined through history and in relation to other places and beings, and also experimented with the possibilities of engaging more intentionally in the enactment and future of the environments of which they are a part. The study suggests the ways that students came to see the course terrain as doxic, or as having come into being as the result of socio-spatial-historical conditions ← 61 | 62 → (Bourdieu, 1990). The data offer views into the ways in...
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