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Place-based Pedagogy in a Border Region: A Qualitative Examination of Experiences.
- Source :
- Journal of Experiential Education; Dec2023, Vol. 46 Issue 4, p390-411, 22p
- Publication Year :
- 2023
-
Abstract
- Background: Problematic trends have been identified with student travel that perpetuate hierarchies of power in outdoor recreation. Little research has examined the impact of bias, racism, or political national meta-narratives regarding immigration and people crossing the border on students who enter areas where cultural differences exist. Purpose: The purpose of this study was to understand how a place-based outdoor recreation experience impacted students' understanding of recreational experiences on a trip in the border region of Texas. Methodology/Approach: Using a constructivist qualitative approach, the researchers provided a group of college students with place-based lessons about the Texas and Mexico border prior to and during a canoe trip along the border. The team then conducted semi-structured interviews to understand student experiences. Findings/Conclusions: The findings from this project suggest that place-based lessons may have helped students refute faulty meta-narrative, humanize cultural others, and induce sympathy for fellow travelers in the region. Implications: This project has implications for environmental educators who are teaching in places where power differentials exist between students and local people. Educators may find place-based education to be a useful tool in preparing students to learn in a non-extractive way. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 10538259
- Volume :
- 46
- Issue :
- 4
- Database :
- Complementary Index
- Journal :
- Journal of Experiential Education
- Publication Type :
- Academic Journal
- Accession number :
- 173440031
- Full Text :
- https://doi.org/10.1177/10538259231165741