2016
DOI: 10.1080/0161956x.2016.1151736
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Place-Based Stewardship Education: Nurturing Aspirations to Protect the Rural Commons

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Cited by 30 publications
(19 citation statements)
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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%
“…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%
“…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%
“…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%