The Terrain of Place-Based Education - A Primer for Teacher Education in Canada - Vol. 30 (1) 10-29

Oct 15, 2026

Uploaded by Mary Man

The trajectory of place-based education (PBE) is mapped by drawing on literature spanning outdoor, experiential, environmental, critical, and land-based education, identifying key intersections and influences. Directions for PBE are examined in relation to decolonization, reinhabitation, and the meaningful acknowledgement of Indigenous knowledge systems. Implications for teacher education are analyzed, with attention to how PBE can inform teacher education curriculum and practice.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Abstract

Place-Based Education

Key literature origins and definitions

Evolution and curriculum approaches

The Terrain of Place-Based Education: A Primer for Teacher Education in Canada A journal of educational research and practice 2021 Vol. 30 (1) 10-29 [https://journals.library.brocku.ca/brocked](https://journals.library.brocku.ca/brocked) Geoff Webber 1*, Janet McVittie 1 , Dianne Miller 1 , Laurie Hellsten 2 1 University of Saskatchewan 2 University of Winnipeg Abstract The trajectory of place-based education (PBE) is laid out by drawing on literature from outdoor, experiential, environmental, critical, and land-based education to map key intersections and influences. Directions for PBE with respect to decolonization and reinhabitation—and the meaningful acknowledgement of Indigenous knowledge systems—are explored. Implications for teacher education are addressed. Keywords: place-based education, teacher education , land-based education, Indigenous Knowledges * [giw361@mail.usask.ca](giw361@mail.usask.ca) In an effort to provide a heuristic introduction to the topic of place-based education (PBE), influential literature that highlights key characteristics of the field is explored and commentary is provided to connect major themes and issues of the field. Emerging from the authors’experiences as teacher educators, this paper locates PBE within outdoor, experiential, environmental, critical, and Indigenous education approaches. The paper explores literature related to social and environmental justice, the consequences of settler colonialism, as well asthe integration of localized approaches to education into practice. The authors’ perspectives emerge from settler, Eurocentric traditions with developing awareness of the cultural and ecological loss and change experienced on the prairies of Western Canada. Both lived experience and research initiatives suggest that place-based approaches are being embraced by educators across the country (McVittie & Webber, 2018; Miller et al. , 2018); however, discussions about place, land, and settler identities are limited within the field of teacher education generally, and there is little discourse in Canadian teacher education literature exploring the connection between PBE and pre-service teacher education (Webber & Miller, 2016) . Some practitioners may feel that PBE is a re-packaging of established trends, serving as a collection of various progressive pedagogical and assessment approaches. Therefore, we believe it is crucial to explore the ways that PBE draws upon established approaches to education, as well as to highlight how PBE has the potential to become an innovative nexus to address issues facing teacher educators. Importantly, whether/how PBE integrates Indigenous Knowledges (IK) into curricular approaches is a timely conversation. The inclusion of placebased learning by some individual teachers as a means to engage students and meet curricular objectives, paired with the stated desire to include IK within curriculum reform, warrants that the relationship between PBE and IK is further conceptualized for teachers and teacher education programs in Canada. We offer nuanced understandings of PBE and call for greater support for individual faculty members who have taken it up in their work with pre-service and in-service teachers. Key understandings of PBE are discussed and scholarly influences are examined to better understand the genesis of and assumptions embedded in PBE approaches. The relationship between place-based and land-based education is investigated. Possible directions for the field are explored related to environmental, experiential, and linguistic considerations. We conclude by acknowledging the potential (and pitfalls) for PBE as it relates to integrating IK within curriculum in Canada. Place-Based Education Smith and Sobel (2010) noted that the first time the term PBE appeared in a book title, it was associated with environmental education: Stories in the Land: A Place-Based Environmental Education Anthology (Elder , 1998) . In the same

FAQs

What does the paper aim to do for teacher education in Canada?

It provides a heuristic introduction to place-based education (PBE), mapping influences from multiple education traditions and exploring implications for teacher education. It also considers how PBE can support integration of Indigenous knowledge systems into curriculum approaches.

How does the paper define place-based education (PBE)?

It uses the local community and environment as a starting point to teach concepts across subjects such as language arts, mathematics, social studies, and science. The approach emphasizes hands-on, real-world learning experiences.

Which themes related to Indigenous knowledge systems are addressed?

The paper explores directions for PBE concerning decolonization and reinhabitation, including meaningful acknowledgement of Indigenous knowledge systems. It concludes by recognizing potential benefits and risks for integrating Indigenous knowledge into Canadian curriculum.

Oct 15, 2026

Uploaded by Mary Man