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Turning teaching inside out

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Title: Turning teaching inside out
Author: Ostertag, Julia
Subject Keywords human-nature relationships;garden-based education;place-based education;teacher education
Issue Date: 2011-07-20
Series/Report no. Explorations and Education Conference, held at the University of British Columbia, 1 April 2011
Abstract: [Conference Program Abstract] This paper explores some preliminary theoretical considerations into place-based and garden-based teacher education in an outdoor classroom setting. Bringing student teachers into a garden-based educational setting can interrupt the years of formal schooling that have taught us that “real” teaching and learning happens within four climate- and gaze-controlled walls. It also potentially creates the space for new human-nature relationships to emerge in a time when human attempts to escape their relationship with the natural world are threatening the existence of both humans and more-than-human earthly communities. Moreover, outdoor learning spaces are complex palimpsests of (contested) cultural and ecological histories intersecting at local and global scales. I will explore some of these theoretical concerns by drawing on the history of children’s gardens and outdoor learning spaces, Ellsworth’s (2005) work to put “inside and outside into relation,” and my early reflections on designing an outdoor classroom on the UBC campus.
Affiliation: Education, Faculty ofEducation, Curriculum and Instruction, Department of
URI: http://hdl.handle.net/2429/36209
Peer Review Status: Unreviewed
Scholarly Level: Graduate

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