Place- and Community-based Education in Practice: Starting with the Traditional Disciplines
Most of the examples of place-and community-based education we have shared to this point have been chosen because they grew out of local concerns and carried real significance for the teachers and students who participated in them and real significance for their communities. They were, to use once again place-based educator Jack Shelton’s terminology (2005), “consequential.” But place-and community-based education does not always have to be earth-shaking. It can be as simple and uneventful as giving elementary school students an hour each week to write poetry in the school garden. This doesn’t require extensive planning or any additional funding, but such repeated experiences can have a profound effect on students’ experience of where they are and what is worthy of their attention.