Recently I attended a pre-conference workshop in Kamloops, BC run by professors from several different disciplines — geography, fine art, literature, philosophy, and biology — who had been collaborating since last summer on “place-based pedagogy.”
Informed in large part by a hybrid of environmental education and critical pedagogy, place-based pedagogy has to do with, as our homework reading suggests, “decolonization” and “reinhabiting” of space and place. We experienced first-hand some of the assignments the group had worked on for an interdisciplinary course, assignments and activities that each had used in her or his own course but that now were being blended together anew. Continue reading Place-based education and interdisciplinary experience – Trevor Holmes