Beyond the Classroom Walls: Place-Based and Sustainable Education

Oct 15, 2026

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This article examines the shift toward place-based education accelerated by the COVID-19 pandemic, arguing for innovative and flexible teaching that draws on local environments and communities. It highlights how integrating culturally relevant pedagogy can strengthen active citizenship and social engagement, with particular relevance to Indigenous communities. Drawing on personal teaching experiences, the paper connects sustainability and place-based learning, outlining benefits, challenges, and implications for inclusive, equitable, and sustainable education practices.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages7

Reading Time18 min

AccessFree to download

Abstract

Introduction

Rationale

Literature Review

Place-Based Education: A Pedagogical Approach

REFEREED ARTICLE Beyond the Classroom Walls: Place-Based and Sustainable Education Jordana Etkin Abstract This article explores the shift towards place-based education, prompted by the COVID-19 pandemic, advocating for innovative, flexible teaching methods. Integrating local environmentsand communities into education fosters active citizenship and social engagement, particularly benefiting Indigenous communities. Reflecting on personal experiences, the article emphasizes the intersectionality of sustainability and place-based education, promoting meaningful educational experiences that empower students as agents of change. It dives into the benefits, challenges, and implications of incorporating culturally relevant pedagogy, advocating for inclusive, equitable, and sustainable education practices. Through this holistic approach, schools can nurture environmentally conscious citizens deeply rooted in their cultural heritage, driving societal change towards justice, equity, and respect. The COVID-19 pandemic accentuated the need for an overhaul of traditional education systems, showcasing a growing recognition to embrace place-based education. The pandemic prompted a shift away from the confines of physical classroom walls (Yemini et al. , 2023), highlighting the need for innovative, flexible approaches to teaching and learning. The shift towards place-based education acknowledges the value of integrating communities and local environments into the learning process, ultimately strengthening experiences for students. Just as the transition to remote learning during the early months of 2020 aimed to minimize barriers to education, place-based education similarly focuses on strengthening connections to society and communities. By integrating local economic, political, cultural, natural, and social elements with instruction, place-based education drives active citizenship and social engagement among students (Uztemur & Dere, 2023) . Raising awareness of sustainability education, fosters educational reform, and rethinking traditional strategies for instruction enhances a sense of accountability, especially within Indigenous communities, where it has been a longstanding practice. Reflecting on my experiences as a white teacher in a densely Indigenous and newcomer inner-city school encouraged my exploration of the intersectionality of place-based and sustainability education. As a lover of the outdoors, and a child with an ADHD diagnosis, the classroom has always been stifling for me. By examining the relationship between sustainability and place-based education, I aim to show how they positively impact students and communities alike. Through this article, educators will gain insights into these approaches as teaching strategies. The objective is to advance both of these learning initiatives, inspiring meaningful educational experiences that empower students as agents of change. Rationale Embracing culturally relevant education is crucial in my role as a white female educator, particularly in an inner-city school setting. Recognizing my position within the oppressive traditional education system, I acknowledge the historical injustices that impact students, especially those identifying as Indigenous. My professional growth centres on exploring culture, racism, identity, and social justice within my school's Professional Learning Community (PLC), guided by the Mamàhtawisiwin: The Wonder We Are Born With document. Through placebased education, I aim to confront colonial legacies that marginalize Indigenous knowledge and perspectives, celebrating Indigenous ways of knowing and the connection between students and their environment. Reflecting on decolonization within my teaching practice, I critiqued my instructional approaches, interactions with students, and provincial curriculum, striving to decentre Western narratives and incorporate Indigenous history and voices. Reflective practices empower Indigenous students b

FAQs

What is the main argument of the article?

The article argues that place-based and sustainable education should be integrated into teaching, especially in response to the disruption caused by the COVID-19 pandemic.

How does place-based education benefit students and communities?

By connecting learning to local environments and communities, it strengthens active citizenship and social engagement and supports meaningful educational experiences, particularly for Indigenous communities.

What role does culturally relevant pedagogy play in the proposed approach?

Culturally relevant pedagogy helps decentre Western narratives, validates Indigenous students’ experiences and knowledge, and supports inclusive, equitable, and sustainable learning environments.

Oct 15, 2026

Uploaded by Blitz