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  3. Relational learning
    4.  — Students and place

Students and place

Relational learning can support and enhance students’ connections with their communities and environments, both present and future. These connections with place can help students apply their learning to real-world situations and prepare for future success.

Place-based learning in tertiary education facilitates relationality by fostering connections among students, faculty, and the community, creating a vibrant learning ecosystem characterised by collaboration, cultural understanding, and a sense of shared purpose and belonging.

There are five key relationships in relational learning: student-subject, student-teacher, student-peers, student-developing ‘self’, and student-place. Relational learning that focuses on the student’s relationship to place is about creating immersive learning experiences that locate students in their communities and environments, providing valuable opportunities to apply their learning to real-world scenarios.

Place-based learning is a relational way of teaching that uses place as a foundation for curriculum. It’s a context-based approach with a rich history relevant to many disciplinary, transdisciplinary, and indigenous teaching philosophies.

What is place and why is it important to learning?

A place is more than a spot on a globe. Not only does knowledge of place encapsulate a lived history, place is also constitutive of knowledge itself. 1 Johnson describes place as a landscape of complex and connected systems such as ecosystems, contested human landscapes, and interactions between the human and the more-than-human world. 2

Engaging with place is an act of remembrance and retelling the stories written there. It is also about creating new stories, an act of engaged learning where the “storied landscape is the equivalent of a library.” 3 Whilst knowledges of place recognise the particularities of that place, they also recognise that a specific place exists in relationship to other places and peoples.

What is place-based learning?

Place-based learning is a pedagogical approach that recognises the inherent relationship between people and place. It can have a profound impact on student learning, enabling learners to apply their knowledge in context and the experiential nature of place-based learning encourages knowledge retention.

Place-based learning is connected to diverse areas:

  • It is intrinsic to indigenous pedagogies, where place has agency and people are imagined in relation to place. (For a greater understanding of Māori perspectives, see Place-based curriculum.)
  • There are disciplinary approaches where field studies are an essential part of the learning experience.
  • Other place-based pedagogies have emerged from concerns about detachment, the homogenisation of cultures, the need for social and environmental change, and the disconnection of local histories.
  • Work-integrated learning and community-based learning value the application of knowledge in specific places.

Essential characteristics of place-based learning are it:

  • emerges from the attributes of a place, content specific to the people, geography, ecology and other dynamics of that place;
  • promotes contextual learning, connecting education to the ‘real-world’;
  • encourages experiential learning, offering hands-on opportunities for students to engage with their surroundings;
  • fosters interdisciplinary connections, integrating multiple subject areas to provide a holistic understanding of complex topics in context;
  • usually involves community engagement, collaborating with local community members to enhance learning experiences and foster a sense of responsibility; and,
  • values cultural relevance and diversity, incorporating local stories and traditions into the curricula.
A view of hills through the forest in the Waitakere Ranges.

Breiti, J. (2017). Walking Waitakere Ranges. Wikimedia Commons. [CC. 2.0 Generic.]

Place-based learning can encourage connection to place to create thriving social and environmental worlds. This pedagogical approach often has a role in advocacy for just and equitable societies. It connects academic learning to learners’ lives and community needs, fostering engagement and action. This approach is particularly beneficial for indigenous learners, enabling a deeper connection with the land and the benefits can extend to all learners. Place-based learning is often perceived as more authentic to indigenous peoples’ aspirations in education, “but in every case, the objectives and strategies recommended are offered as being of direct benefit to everybody” 4

Place-based learning offers numerous benefits, including increased engagement, improved academic achievement, enhanced critical thinking skills, strengthened community connections, environmental stewardship, and cultural appreciation. 5 As an approach, place-based learning fosters connections among students, faculty, and the community and place, enriching the educational experience. It promotes community engagement, interdisciplinary collaboration, cultural understanding and respect, a sense of belonging, personalised learning experiences, and ethical and civic engagement. Thus, place-based learning not only enhances academic outcomes but also contributes to the development of well-rounded, responsible, and engaged global citizens.

Applying place-based learning

Remember, the key to successful place-based learning is to make the learning relevant and meaningful to the students by connecting it to their local environment and community. It is also important to provide opportunities for active learning and reflection. This can help students develop a deeper understanding of the subject matter and a greater sense of connection to their local community.

Here are some practical ideas on how to apply place-based learning and teaching:

  • Local field trips: Organise field trips to local sites related to the course content. This could be a historical site, a natural feature, a business, or a community organisation. These trips can provide real-world context for the material being taught and offer students a deeper understanding of the subject.
  • Community projects: Engage students in projects that benefit the local community. This could involve environmental conservation work, social justice initiatives, or collaborations with local businesses. These projects can help students see the relevance of their studies and apply their knowledge in a practical setting.
  • Guest speakers: Invite local experts to give talks or workshops. These could be professionals working in the field, community leaders, or local residents with relevant experiences or knowledge. This can provide students with different perspectives and insights into the subject matter.
  • Local case studies: Use local examples or case studies in your teaching. This can make abstract concepts more concrete and relatable for students. It can also highlight the relevance of the course content to their own lives and communities.
  • Student research projects: Encourage students to conduct their own research projects based on local issues or topics. This can help them develop research skills, deepen their understanding of the subject, and engage with their local community.
  • Reflective activities: Incorporate reflective activities that encourage students to think about their experiences and learning. This could involve journaling, group discussions, or presentations. Reflective activities can help students make connections between their experiences, their learning, and the course content.

Page updated 30/10/2024 (page added)

  1. Tim Cresswell, Place: An Introduction (John Wiley & Sons, 2014). ↩
  2. Jay T. Johnson, “Place-Based Learning and Knowing: Critical Pedagogies Grounded in Indigeneity.” GeoJournal 77, no. 6 (2012): 829-836. ↩
  3. Johnson, “Place-Based Learning and Knowing: Critical Pedagogies Grounded in Indigeneity,” 833. ↩
  4. Wally Penetito, “Place-Based Education: Catering for Curriculum, Culture, and Community.” New Zealand Annual Review of Education 18 (2009): 6. ↩
  5. Johnson, Matthew D., Amy E. Sprowles, Katlin R. Goldenberg, Steven T. Margell, and Lisa Castellino, “Effect of a Place-Based Learning Community on Belonging, Persistence, and Equity Gaps for First-Year STEM Students.” Innovative Higher Education 45, (2020): 509-531. https://doi.org/10.1007/s10755-020-09519-5. ↩
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