To everyone who is
engaged in developing global citizenship:
This time the focus is on local awareness and pedagogy of place because …
- the local, the national and the global aspects of citizenship complement each other;
- because first hand local experiences supplement all the second-hand experiences of students;
- because love of nature and appreciation of sustainability is closely connected to local experience.
This time the focus is on local awareness and pedagogy of place because …
- the local, the national and the global aspects of citizenship complement each other;
- because first hand local experiences supplement all the second-hand experiences of students;
- because love of nature and appreciation of sustainability is closely connected to local experience.
Place-based Education
is a movement in education that is growing and expanding:
“Place-based education promotes
learning that is rooted in what is local—the unique history, environment,
culture, economy, literature, and art of a particular place – that is, in students’ own “place” or
immediate schoolyard, neighborhood, town or community. According to this
pedagogy, grade school students often lose what place-based educators call
their “sense of place”through focusing too quickly or exclusively on national or global issues.
Place-based education is often hands-on, project-based, and always related to
something in the real world.” Quote from (Wikipedia)
Introduction
to Place-based Education (20 pages):
1. Place-based Learning
2. Civic Engagement and Place-based Learning
3. Getting started: launching a Place-based Learning
& Civic Engagement Program in your Community (pdf)
Lecture by David Sobel on how Place-based education
connects students to resources and learning in their local communities and
landscapes. “Authentic
environmental and social commitment emerges out of firsthand experiences with
real places on a small, manageable scale over time” (video, 47
m.)
Examples
of Place-based Education in practice:
Connect with nature through community-serving projects:
Student projects at Horace Mann Magnet Middle School,
in Little Rock, Arkansas (video, 10 min.) (article
on webpage)
Development
of Ecoliteracy:
This model of
education "takes the cultivation of emotional and social intelligence
as its foundation and expands this foundation to integrate ecological
intelligence. But rather than conceive of these as three separate types of
intelligences, we recognize emotional, social, and ecological intelligence as
essential dimensions of our universal human intelligence that simply expand
outward in their focus: from self, to others, to all living systems. We also
conceive of these intelligences in a dynamic relationship with each other:
Cultivate one, and you help cultivate the others." (webpage)
Resources from Center for Ecoliteracy:
https://www.ecoliteracy.org/resources
Resources from Center for Ecoliteracy:
https://www.ecoliteracy.org/resources
Five vital practices that integrate emotional, social & ecological intelligence:
1.
Developing Empathy for All Forms of Life
2.
Embracing Sustainability as a Community Practice
3.
Making the Invisible Visible
4.
Anticipating Unintended Consequences
5.
Understanding How Nature Sustains Life (webpage)
The school garden movement:
-
“The school in every garden”. “A
garden in every school....What a great idea.” (webpage)
-“Rethinking
School Lunch. Cooking with California Food” (Excellent cook book & English
learning text on dishes, flavor profiles, and fall, winter, spring & summer
recipes): https://www.ecoliteracy.org/download/rethinking-school-lunch-guide
-
”What would happen if we declared that the garden was at the center of the
school's life? (webpage)-
"Why do you want to work here?" "Because your school looks like
a prison yard, and I'd like to change that," (So
much magic around the garden, webpage)
Outdoor
schools: A comparative perspective is in use in this article in
Danish on "Danish Outdoor School in
an International perspective": "Dansk udeskole i et internationalt
perspektiv"
The focus is on relations to nature, to each
other and to yourself especially in Norwegian "uteskole",
Swedish "utenomhuspædagogik"
and Danish "udeskole" compared to broader international trends.
Conclusion: "The concrete,
the local, and the individual has a global dimension. This perception can help us to understand the link between our own
nearby environment and worldwide developments, and, in doing so, to better
comprehend globality. (Quote from page 44 in "Becoming a Global
Citizen. Proceedings of The international Conference on Competencies of Global Citizens",
(97 pages, pdf)
This text is "Teach GLOBAL CITIZENSHIP" network newsletter no. 10
__________________________________________________________________
To
read any of the previous newsletters simply visit the blog http://teachglobalcitizenship.blogspot.dk/
Yours
Egon
Hedegaard,
Educational
consultant, independent instructor and Developer of Education
Email:
eghedegaard@gmail.com
______________________________________________________________________
Everyone
is welcome to receive these newsletters, just send me email addresses. Please,
network by sending me questions, inspiring links and texts to use in future
newsletters.
