The Best of Both Worlds: A Critical Pedagogy of Place

TLDR

The examination notes a general lack of ecological thinking in critical social analysis that focuses solely on human relationships. The author proposes a conscious synthesis of critical pedagogy and place‑based education to create a critical pedagogy of place that aims at decolonization and reinhabitation. The study analyzes critical pedagogy with a focus on spatial social experience and discusses ecological place‑based education. The defined critical pedagogy of place challenges educators to reflect on how their educational practices shape the places we inhabit and will leave for future generations.

Abstract

Taking the position that “critical pedagogy” and “place-based education” are mutually supportive educational traditions, this author argues for a conscious synthesis that blends the two discourses into a critical pedagogy of place. An analysis of critical pedagogy is presented that emphasizes the spatial aspects of social experience. This examination also asserts the general absence of ecological thinking demonstrated in critical social analysis concerned exclusively with human relationships. Next, a discussion of ecological place-based education is offered. Finally, a critical pedagogy of place is defined. This pedagogy seeks the twin objectives of decolonization and “reinhabitation” through synthesizing critical and place-based approaches. A critical pedagogy of place challenges all educators to reflect on the relationship between the kind of education they pursue and the kind of places we inhabit and leave behind for future generations.