Intricate waters: A critical literature review of place-based education
dc.contributor.advisor | McVittie, Janet | |
dc.contributor.advisor | Campbell , Craig | |
dc.contributor.committeeMember | Miller , Dianne | |
dc.contributor.committeeMember | McClaren , Milton | |
dc.contributor.committeeMember | Murphy , Shaun | |
dc.creator | Webber, Geoffrey | |
dc.date.accessioned | 2017-04-20T16:45:44Z | |
dc.date.available | 2017-04-20T16:45:44Z | |
dc.date.created | 2017-06 | |
dc.date.issued | 2017-04-20 | |
dc.date.submitted | June 2017 | |
dc.date.updated | 2017-04-20T16:45:44Z | |
dc.description.abstract | This Masters thesis introduces and problematizes place-based education for practitioners and scholars. A critical literature review explores the foundations of place-based education to reveal key concepts, debates, and unresolved issues in the field. Engaging the metaphor of a watershed, literature representative of outdoor education, non-formal education, experiential learning, critical pedagogies, place-based education and land-based education literature is synthesized. Place-based education literature is analyzed and ordered chronologically and thematically to conceptualize the field. Key findings consider the main confluences within place-based education literature including: social and ecological analysis, curricular implications, the effect of linguistic and critical frameworks, connections to Indigenous education as well as directions for future scholarship. | |
dc.format.mimetype | application/pdf | |
dc.identifier.uri | http://hdl.handle.net/10388/7803 | |
dc.subject | place-based education | |
dc.subject | critical literature review | |
dc.title | Intricate waters: A critical literature review of place-based education | |
dc.type | Thesis | |
dc.type.material | text | |
thesis.degree.department | Educational Foundations | |
thesis.degree.discipline | Educational Foundations | |
thesis.degree.grantor | University of Saskatchewan | |
thesis.degree.level | Masters | |
thesis.degree.name | Master of Education (M.Ed.) |