Reframing primary curriculum through concepts of place

Abstract

Australian curricula name “sustainability” as a key priority area with implications for preparing pre-service teachers. In the research that generated this paper, we asked: How can framing teaching through space and place inform pre-service teachers’ pedagogical thinking and practice? In new third year Bachelor of Education (primary) subject Understanding Space and Place, Australian teacher education students shared online responses to focus questions and readings framing education through place, designed and taught a unit of study “beyond the classroom” to children in their professional placements and reflected on changes in their theoretical, philosophical, and curriculum goals. Data from these forum posts were analysed through Somerville’s three “enabling place pedagogy” categories of embodiment, storylines, and cultural contact zones. Many students came to re-imagine their teaching roles and understand how a place pedagogy framework can operate to expand the possibilities of teaching and learning sustainability through creative and embodied place-making experiences in local places.

Keywords:

• curriculum
• place pedagogy
• primary school
• sustainability
• teacher education

Additional information

Notes on contributors

Kerith Power

Kerith Power’s cross-cultural work into place-based learning has taken place in collaboration with indigenous, rural, and urban communities in NSW, south-eastern Queensland, and suburban Victoria.

Monica Green

Monica Green, a Lecturer in Education at Monash University, researches curriculum in sustainability education with a focus on the capacity of people–place pedagogies in school grounds and local communities.