Learning From Place: Developing a Relationship With the Land and Our Partners

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Author(s): Kevin O'Connor (Mount Royal University, Canada), Gladys Sterenberg (Mount Royal University, Canada)and Norman Vaughan (Mount Royal University, Canada)
Copyright: 2020
Pages: 23
Source title: Challenges and Opportunities for Transforming From STEM to STEAM Education
Source Author(s)/Editor(s): Kelli Thomas (University of Kansas, USA)and Douglas Huffman (University of Kansas, USA)
DOI: 10.4018/978-1-7998-2517-3.ch011

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / STEM Education

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Abstract

This chapter investigates how teacher candidates' experiences in STEAM field studies with community partners can inform work in teacher education within an integrated practicum based on curriculum of place. The overall goal of the inquiry is to better understand and articulate the particular ways in which people value place-based knowledge. Through relationships with Indigenous communities, the team of educators has a deeply held conviction that sustained deliberations on the connections between Indigenous knowledge systems and place-based thinking can provide significant opportunities for reframing education. Learning from place emphasizes a relationship with the land, something deeply respected in Indigenous communities and something absent from much of place-based education. The research explores this tension as we come to a deeper and shared understanding of co-responsibility within Treaty 7 relationships. The project seeks to close this gap by considering varying perspectives of place as it informs STEAM teacher education pedagogy.

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Learning From Place: Developing a Relationship With the Land and Our Partners

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