The Theory and Practice of “Place-Based Education”

The Culturally Responsive Science Curriculum Design in Alaska

Abstract

 The purpose of this research is to clarity the meanings of study of educational methods and problems that the theory and practice of the “place-based education” submit.  It suggests that the interdependence with everyone around them should be learned in school, against globalization causing economic devastation, cultural homogenization, and ecological destruction in local community.

 In this research, I focused on an example of the school education reform in Alaska developed mainly on Barnhardt’s theory of “pedagogy of place” and examined a school curriculum design and educational practice implemented there.  

The central focus of “pedagogy of place” is to show connectivity and complementarity between Native knowledge system, which has been marginalized, and Western knowledge system.  It was designed as culturally responsive school curriculum reform to integrate two knowledge systems, and such a school curriculum design develops to teacher education through the presentation of the practical handbook and lesson plans.  It could be observed how elders and school cooperate together for developing experiential, inquiry-based learning.

 From the perspective of place, we can acquire suggestion of relationship between locality and school education.