Affiliation:
1. Purdue University West Lafayette
2. University of Kentucky
Abstract
Abstract
The purpose of this paper is to establish clarity of the definitions in the field by analyzing three cases of place-based education through the lens of the following educational philosophies: essentialism, progressivism, and social reconstructionism. The goal of this paper is to create a distinct definition between place-based education and other models to reduce confusion in the literature and strengthen the use of place-based education as it benefits both students and the surrounding community. By clearly defining place-based education from other models, the pedagogy can be implemented and studied using a succinct set of parameters, creating cohesion in the field. Additionally, the strengthening and adoption of a universal definition aids in teacher professional development and education by reducing barriers to entry that result from discipline-specific training.
Publisher
Research Square Platform LLC
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