Sense of place

Abstract

The purpose of this study was to explore the phenomenon of sense of place and its relationship to well-being as experienced through place-based learning (PBL). Genuine relationships with places can be disadvantaged by the perpetuation of idealized and romanticized notions of places as seen in traditional place-based programs. The researcher sought to answer the following question: What is the essence of experiencing a sense of place in relationship to place-based learning and eudaimonic (as opposed to hedonistic) well-being? The researcher’s source of data was five semi-structured, virtual interviews via Zoom of purposively selected participants. Participants were members of the local Haisla First Nations community, as well as a non-Indigenous, long-term resident of the local area, and a more recent non-Indigenous immigrant to the area. An inductive analysis of the data revealed three themes relating to sense of place: 1) Transformation; 2) Temporality; 3) Self. Themes revealed the significant positive transformations that are possible in relationship to sense of place, and the often profound effect this has on well-being and sense of self. This study illustrates the need for authentic place-based programs in education that allow students to reach a sense of place through more holistic ways of knowing, including the possibilities of relating to Indigenous ways of knowing. Advocating for such a re-imagined education is tempered by a consideration of the work that still needs to be done towards inculcating a shared understanding of holistic and spiritual development.