Place-Based Stewardship Education: Nurturing Aspirations to Protect the Rural Commons

Gallay, Erin; Marckini-Polk, Lisa; Schroeder, Brandon; Flanagan, Constance A.

doi:10.1080/0161956x.2016.1151736

Cited by 30 publications

(19 citation statements)

References 35 publications

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“…As others have found among the rural poor in the United States (see Brown and Schafft ; Schafft ), the comparatively low PSE participation rates uncovered for low‐SES youth in northern Canada may point to frequent residential dislocations due to relationship instability, evictions, school disruptions, or family emergencies. Other recent work in the United States points to the complex decision‐making processes facing rural youth in deciding whether to attend PSE, whereby “sense of place,” community attachment, identity exploration, shifting relationships, and perceptions of opportunities in their local communities play a role (Antonio ; Gallay et al ; Van Gundy et al ). Unfortunately, the YITS data do not contain information on social or residential disruption, nor do they contain psychological variables that would allow us to capture whether individuals are averse to leaving, the complexities of their thought processes, or their degree of attachment to their respective places.…”

Section: Discussionmentioning

confidence: 99%

Proximity, Prosperity, and Participation: Examining Access to Postsecondary Education among Youth in Canada's Provincial North

2017

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Despite increased proportions of students attending some form of postsecondary education (PSE), some social groups continue to face significant barriers and encounter difficulties making the transition. Previous research suggests that proximity to postsecondary institutions may have a positive impact on PSE participation rates, even more so for lower-and middle-income families. We know comparatively less, however, about how these processes operate for social groups in varied social and economic contexts. In Canada, many highly ranked, prestigious universities and colleges (with greater arrays of fields) tend to be clustered in large, urban centers, and in the southernmost parts of Canadian provinces, but it is not clear whether these differences impact PSE outcomes. Drawing on cycles 1 to 4 of Statistics Canada's Youth in Transition Survey (YITS2Cohort A), our findings reveal that individuals from the northernmost parts of Canadian provinces do experience difficulties accessing various types of PSE (and in the timing of doing so). Moreover, our results suggest that much of these location effects are attributable to not only economic differences in terms of parental income but also cultural and dispositional differences related to parental education and their aspirations for their children's education.Proximity, Prosperity, and PSE Participation -Zarifa et al.

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Section: Discussionmentioning

confidence: 99%

Proximity, Prosperity, and Participation: Examining Access to Postsecondary Education among Youth in Canada's Provincial North

2017

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“…Place-based stewardship education refers to experiential education about the natural environment in the local community (Gallay et al, 2016b). The focus on local place is two-fold: as a source for learning and as a community to which students can contribute by applying what they learn.…”

Section: Introductionmentioning

confidence: 99%

“…In documenting the PBSE projects, we have aimed to advance theory about the environmental commons which we define as: (1) the natural resources and systems on which life depends, and (2) the public spaces and processes in which people work together to determine how they will care for those resources and for the communities they inhabit (Flanagan et al, 2016; Gallay et al, 2016a,b). In earlier studies, we arrived at this definition through a grounded approach to analyzing students’ reflections regarding what they learned from participating in projects (Gallay et al, 2016a).…”

Section: Introductionmentioning

confidence: 99%

The Environmental Commons in Urban Communities: The Potential of Place-Based Education

et al. 2019

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The reflections of 205 4–12th graders (most from racial/ethnic minority backgrounds) on what they learned from participating in place-based stewardship education (PBSE) projects in their urban communities were analyzed. All projects involved hands-on collective learning/action by teams of students, teachers, and community partners in the communities where students attended school. Reflections were analyzed using an iterative process of deductive and inductive coding and identifying emergent themes. Deductive coding was informed by the authors’ earlier theoretical and empirical studies on the environmental commons (EC) and the key principles outlined in Elinor Ostrom’s work on effective group practices for stewarding common pool resources. Reflections were coded for up to 8 discrete references to the two elements of the environmental commons: (1) the natural resources on which life depends (awareness of nature in the urban space; nature’s diversity and ecological balance; interdependence of humans with nature; healthy environments and species’ well-being; students’ environmental identities; and human impact and agency); and (2) collective actions to protect a community’s resources (benefits and responsibilities of team work; within-group dynamics and civic skills; collective efficacy; generativity; and identification with the broader community). We found that students articulated, with varying levels of understanding, the two key EC elements. Most referred to positive human impact and one-third mentioned negative human impact. When discussing the community benefitting from their work, a majority mentioned humans; yet nearly half referred to other species or living systems; and a quarter referenced generativity, i.e., the legacy of their work for the future. Concerning the collective orientation of projects: one-third felt collective action was imperative for solving environmental issues, half expressed feelings of collective efficacy, and over one-third referenced their increased attachment and identification with a broader community (school, city, or nature). Core practices in this PBSE model parallel the elements of effective groups identified by Ostrom. We conclude with a discussion of the potential of PBSE projects in urban communities for developing young people’s sense of the public realm more broadly and their stake in the natural environment and their communities.

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“…A. Smith, 2002; Sobel, 2004), critical pedagogies of place (e.g., Gruenewald, 2003a), and eco-justice education (e.g., Martusewicz et al, 2014), because researchers in this field do not necessarily collect data specific to the places they are studying, consider the impact of local context in their analyses, or ground their work in spatial theories. Generally speaking, research on place-based education investigates whether and how studying place through a particular lesson, curricular unit, or program might affect student learning (e.g., Zimmerman & Weible, 2017), academic engagement (e.g., Howley et al, 2011; Powers, 2004), place attachment (e.g., Takano et al, 2009), sense of place (e.g., Azano, 2011), environmental stewardship (e.g., Gallay et al, 2016), civic engagement (e.g., Trinidad, 2011), awareness of injustice (e.g., Buxton, 2010; Rubel et al, 2016), or social change (e.g., Owens et al, 2011). This literature base is an important source of evidence as to whether and how engagement with place through teaching and learning has the potential to enhance young people’s academic and personal development and build stronger bonds between schools and communities.…”

Section: Methodsmentioning

confidence: 99%

Place Matters: A Critical Review of Place Inquiry and Spatial Methods in Education Research

Butler

Sinclair

2020

Review of Research in Education

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Place is an inescapable aspect of daily life and is intimately linked to our life experiences. An expanding body of research has investigated how place shapes the “geography of opportunity” as well as students’, families’, and stakeholders’ experiences in and around schools. While researchers have begun to investigate the spatial context of education, the notion of place remains somewhat underconceptualized in education research. This chapter draws on an interdisciplinary review of 60 empirical, education-related studies to understand how researchers have accounted for place, the theoretical and conceptual frames in which they ground their work, and their data collection methods. We find that researchers have used place inquiry and spatial methods to investigate diverse education-related phenomena, such as school choice and teaching and learning. Beyond using place to identify and describe inequalities, we argue that place inquiry and spatial methodologies can strengthen the potential of education research to disrupt systems of power and oppression by also advancing our knowledge of the nature of and potential solutions to educational injustice.

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Place-Based Stewardship Education: Nurturing Aspirations to Protect the Rural Commons

Cited by 30 publications

References 35 publications

Proximity, Prosperity, and Participation: Examining Access to Postsecondary Education among Youth in Canada's Provincial North

Proximity, Prosperity, and Participation: Examining Access to Postsecondary Education among Youth in Canada's Provincial North

The Environmental Commons in Urban Communities: The Potential of Place-Based Education

Place Matters: A Critical Review of Place Inquiry and Spatial Methods in Education Research

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