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dc.contributor.advisorFisher, Paige
dc.contributor.authorElton, Vanessa Gwendolynn
dc.date.accessioned2022-07-26T22:05:42Z
dc.date.available2022-07-26T22:05:42Z
dc.date.issued2022-07-26
dc.date.submitted2022
dc.identifier.urihttps://viurrspace.ca/handle/10613/25895
dc.identifier.urihttp://dx.doi.org/10.25316/IR-17657
dc.description.abstractMy research explored the lived experience of elementary school teachers in Prince George, Mackenzie, and Valemount BC (School District 57), to better understand and support them in their journey to include place-based education in their practice. Through an interview matrix process, teachers were asked to share their successes and challenges in practicing place-based education (PBE), as well as if they see PBE supporting other educational initiatives and how they envision PBE in the future. Thematic analysis of the findings showed that participants valued PBE because it benefits their students’ social-emotional wellbeing and inspires learning. As well, they expressed an understanding that place-based education contributes to educational initiatives such as First Peoples Principles of Learning, BC’s New Curriculum, and supports actions that benefit community and planet. Examples of challenges included lack of clarity on the district level, judgement from self and others that PBE is not a legitimate practice, and safety concerns. This work resulted in a set of recommendations for School District 57.
dc.titlePedagogy of place : an exploration of teachers' lived experience with place-based education in School District 57 (Prince George, BC Canada)
dc.date.updated2022-07-26T22:05:45Z
dc.language.rfc3066en
dc.degree.nameM.A. in Environmental Education and Communication
dc.degree.levelMasters
dc.degree.disciplineSchool of Environment and Sustainability


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