Practising Place and Learning to Love the World': An Exploration of Place, Knowledge and Practice in Environmental Education

Rebecca Miles

    Research output: ThesisDoctoral Thesis

    58 Downloads (Pure)

    Abstract

    Three primary schools, located in inland south-eastern Australia and practicing broadly defined place-based environmental education, each formed a case-study through which an investigation of environmental education practices utilised by school and community place were explored. The accounts of place-making and place-identity coming from the observations and interview discussions from the case-studies are accounts of action; of people performing and making meaning about the environment through the places they inhabit, and in ways that attempt to understand the world and our relationships in it. Although environmental education has come from a tradition of natural resource management, disciplinary science and biology, conservation and environmental activism, the experiences of the participants in the case schools have formed the basis for exploring a valuing of knowledge constituted through experience and embodied being in place, alongside more discipline-based knowledge. The resulting parallels made to environmental education practice more generally work to show the relational and interconnected nature of understandings of place, knowledge and practice.The philosophical-empirical inquiry of this research has looked to investigating questions of how we can understand place for environmental education learning, the ways in which place and environment constitute knowledge in primary schooling, and the practices and habits of environmental education being carried out through primary school places and practices.
    Original languageEnglish
    QualificationDoctor of Philosophy
    Awarding Institution
    • Charles Sturt University
    Supervisors/Advisors
    • Green, Bill, Co-Supervisor
    • Reid, Jo-Anne, Co-Supervisor
    Award date01 Dec 2012
    Place of PublicationAustralia
    Publisher
    Publication statusPublished - 2012

    Fingerprint

    environmental education
    love
    learning
    primary school
    school
    habits
    biology
    natural resources
    experience
    conservation
    interview
    science
    management
    community

    Cite this

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    title = "Practising Place and Learning to Love the World': An Exploration of Place, Knowledge and Practice in Environmental Education",
    abstract = "Three primary schools, located in inland south-eastern Australia and practicing broadly defined place-based environmental education, each formed a case-study through which an investigation of environmental education practices utilised by school and community place were explored. The accounts of place-making and place-identity coming from the observations and interview discussions from the case-studies are accounts of action; of people performing and making meaning about the environment through the places they inhabit, and in ways that attempt to understand the world and our relationships in it. Although environmental education has come from a tradition of natural resource management, disciplinary science and biology, conservation and environmental activism, the experiences of the participants in the case schools have formed the basis for exploring a valuing of knowledge constituted through experience and embodied being in place, alongside more discipline-based knowledge. The resulting parallels made to environmental education practice more generally work to show the relational and interconnected nature of understandings of place, knowledge and practice.The philosophical-empirical inquiry of this research has looked to investigating questions of how we can understand place for environmental education learning, the ways in which place and environment constitute knowledge in primary schooling, and the practices and habits of environmental education being carried out through primary school places and practices.",
    author = "Rebecca Miles",
    year = "2012",
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    publisher = "Charles Sturt University",
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    school = "Charles Sturt University",

    }

    Practising Place and Learning to Love the World' : An Exploration of Place, Knowledge and Practice in Environmental Education. / Miles, Rebecca.

    Australia : Charles Sturt University, 2012. 338 p.

    Research output: ThesisDoctoral Thesis

    TY - THES

    T1 - Practising Place and Learning to Love the World'

    T2 - An Exploration of Place, Knowledge and Practice in Environmental Education

    AU - Miles, Rebecca

    PY - 2012

    Y1 - 2012

    N2 - Three primary schools, located in inland south-eastern Australia and practicing broadly defined place-based environmental education, each formed a case-study through which an investigation of environmental education practices utilised by school and community place were explored. The accounts of place-making and place-identity coming from the observations and interview discussions from the case-studies are accounts of action; of people performing and making meaning about the environment through the places they inhabit, and in ways that attempt to understand the world and our relationships in it. Although environmental education has come from a tradition of natural resource management, disciplinary science and biology, conservation and environmental activism, the experiences of the participants in the case schools have formed the basis for exploring a valuing of knowledge constituted through experience and embodied being in place, alongside more discipline-based knowledge. The resulting parallels made to environmental education practice more generally work to show the relational and interconnected nature of understandings of place, knowledge and practice.The philosophical-empirical inquiry of this research has looked to investigating questions of how we can understand place for environmental education learning, the ways in which place and environment constitute knowledge in primary schooling, and the practices and habits of environmental education being carried out through primary school places and practices.

    AB - Three primary schools, located in inland south-eastern Australia and practicing broadly defined place-based environmental education, each formed a case-study through which an investigation of environmental education practices utilised by school and community place were explored. The accounts of place-making and place-identity coming from the observations and interview discussions from the case-studies are accounts of action; of people performing and making meaning about the environment through the places they inhabit, and in ways that attempt to understand the world and our relationships in it. Although environmental education has come from a tradition of natural resource management, disciplinary science and biology, conservation and environmental activism, the experiences of the participants in the case schools have formed the basis for exploring a valuing of knowledge constituted through experience and embodied being in place, alongside more discipline-based knowledge. The resulting parallels made to environmental education practice more generally work to show the relational and interconnected nature of understandings of place, knowledge and practice.The philosophical-empirical inquiry of this research has looked to investigating questions of how we can understand place for environmental education learning, the ways in which place and environment constitute knowledge in primary schooling, and the practices and habits of environmental education being carried out through primary school places and practices.

    M3 - Doctoral Thesis

    PB - Charles Sturt University

    CY - Australia

    ER -