“…The educational needs that grew out of this context led to the idea of locally responsive or place‐based education, an alternative approach to conventional education that fails to recognise peculiarities and diversity in various places and tends to standardise learners’ experiences (Jennings et al . ). As Smith (2002) explained: The primary value of place‐based education lies in the way that it serves to strength [learners’] connections to others and to the region in which they live… By reconnecting rather than separating [them] from the world, place‐based education serves both individuals and communities, helping individuals to experience the value they hold for others and allowing communities to benefit from the commitment and contributions of their members .…”
Section: Pedagogical Potentials Arising From Yatoo's Collective Journeymentioning
confidence: 97%
“…Over the past two decades, educators have sought ways to raise environmental awareness, increase students' involvement with the natural world, and promote learners' affective relationships with the natural environment. The educational needs that grew out of this context led to the idea of locally responsive or place-based education, an alternative approach to conventional education that fails to recognise peculiarities and diversity in various places and tends to standardise learners' experiences (Jennings et al 2005). As Smith (2002) explained:…”
Section: Re-establishing Connections Between Learners and Their Placementioning
Increasing concern over environmental sustainability and socioecological well‐being has motivated people to consider ways to reconnect humans with the natural world through lifestyle changes that integrate well with natural systems. Educators who share environmental concerns have explored diverse aspects of ecological art practices to envision an extended and socially relevant role of art. Accordingly, the present study aims to bring educators’ attention to a collective journey of artists who have immersed themselves in making an affective relationships with nature. Regarding the journey as an invaluable cultural resource that holds the potential to extend the horizon of how we may live with nature, it examines the collective journey of the artists in Yatoo, an artist association based in Gongju, a greenery city in the southwest region of South Korea. The guiding questions set for the contextual analysis are: ‘how do Yatoo artists become native to their place?’ and ‘what can be learned from their collective journey?’. First, the collective journey of the artists is examined based on four major factors: regionality, positioning, methodology and networking. This is followed by discussions focusing on the value of the collective identity shaped by bioregionally conscious art practices and the pedagogical potentials arising from the collective journey. This paper suggests that the collective journey of Yatoo's life‐sustaining practice, operating in an era of environmental crisis, contributes to the recently developing alternative pedagogical discussions by opening up dialogues that navigate ways to encourage more sustainable practices for the future.
“…The educational needs that grew out of this context led to the idea of locally responsive or place‐based education, an alternative approach to conventional education that fails to recognise peculiarities and diversity in various places and tends to standardise learners’ experiences (Jennings et al . ). As Smith (2002) explained: The primary value of place‐based education lies in the way that it serves to strength [learners’] connections to others and to the region in which they live… By reconnecting rather than separating [them] from the world, place‐based education serves both individuals and communities, helping individuals to experience the value they hold for others and allowing communities to benefit from the commitment and contributions of their members .…”
Section: Pedagogical Potentials Arising From Yatoo's Collective Journeymentioning
confidence: 97%
“…Over the past two decades, educators have sought ways to raise environmental awareness, increase students' involvement with the natural world, and promote learners' affective relationships with the natural environment. The educational needs that grew out of this context led to the idea of locally responsive or place-based education, an alternative approach to conventional education that fails to recognise peculiarities and diversity in various places and tends to standardise learners' experiences (Jennings et al 2005). As Smith (2002) explained:…”
Section: Re-establishing Connections Between Learners and Their Placementioning
Increasing concern over environmental sustainability and socioecological well‐being has motivated people to consider ways to reconnect humans with the natural world through lifestyle changes that integrate well with natural systems. Educators who share environmental concerns have explored diverse aspects of ecological art practices to envision an extended and socially relevant role of art. Accordingly, the present study aims to bring educators’ attention to a collective journey of artists who have immersed themselves in making an affective relationships with nature. Regarding the journey as an invaluable cultural resource that holds the potential to extend the horizon of how we may live with nature, it examines the collective journey of the artists in Yatoo, an artist association based in Gongju, a greenery city in the southwest region of South Korea. The guiding questions set for the contextual analysis are: ‘how do Yatoo artists become native to their place?’ and ‘what can be learned from their collective journey?’. First, the collective journey of the artists is examined based on four major factors: regionality, positioning, methodology and networking. This is followed by discussions focusing on the value of the collective identity shaped by bioregionally conscious art practices and the pedagogical potentials arising from the collective journey. This paper suggests that the collective journey of Yatoo's life‐sustaining practice, operating in an era of environmental crisis, contributes to the recently developing alternative pedagogical discussions by opening up dialogues that navigate ways to encourage more sustainable practices for the future.
“…Interestingly, in the middle of a much-altered locational milieu in public education, attention to "place" in the extant literature has been much on the increase (see particularly Gruenewald & Smith, 2008;Jennings, Swidler & Koliba, 2005;Nespor, 2008). The importance of "place" in our lives, a shared sense of place, and even place-based education have been on the increase and are receiving renewed attention in a society still very well known for its high rate of residential mobility.…”
Section: Cognitive Legitimacy and The New Localismmentioning
confidence: 99%
“…Improved neighborhood environments, neighborly engagement and capacity building, and a new interest in civic participation are among the elements included in today's sense of place (see Middaugh & Kahne, 2009;Smrekar & Bentley, 2011). Jennings et al (2005) pay special attention to the legitimizing force of place and place-based education by pointing out that although the standardized testing movement is "purposefully decontextualized," a complementary focus upon place both pedagogically and administratively allows the community back in. The authors quote a participant in an e-symposium hosted by Rural Challenge in 1999: "When standards are set apart from the communities, local initiative is killed, local ownership is killed" (p. 45).…”
Section: Cognitive Legitimacy and The New Localismmentioning
“…On the other hand, some researchers have suggested that place-based education, and community-involvement more generally, can support student achievement and other positive outcomes (Jennings, Swidler, & Koliba, 2005;Sanders & Lewis, 2005). Jennings and colleagues (2005) argued that place-based education is not inherently in conflict with standards-based reform efforts.…”
This study examined the development of community involvement in a place-based high school program for at-risk youth. Teachers and community members founded the program to address concerns about low achievement and high dropout rates among Native Hawaiians. In addition to funding, community members provided program development, supervision of students' servicelearning, cultural consultation, political support, and teacher and curriculum development. Collaborations were sustained by open communication, the development of a common set of values among a diverse group of people, and flexibility of community members' schedules. Challenges to community involvement included a lack of support from school leadership, teacher burnout, and occasional interpersonal conflicts.Since 1999, we have participated in the development of a place-based educational program in a rural public high school in Hawai'i. The program began at a grassroots level by teachers and community members who were disturbed by the high dropout rate and low achievement among youth in their area, the majority of whom were of Native Hawaiian 1 ancestry. The founders felt that a focus on local concerns and Hawaiian Studies in general would promote school engagement among more Hawaiian students. As we describe, one of the characteristics of place-based education is a mutual involvement of community members in education and students in community affairs. Since its conception in 1995, community organizations have been involved in the Hawaiian Studies Program (HSP), and at one point over 15 such organizations participated. The purpose of this article is to describe the development of community involvement in the program, including how and why community members became involved and what sustained and diminished their participation.Request for reprint should be sent to:
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