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Turning teaching inside out

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dc.contributor.author Ostertag, Julia
dc.date.accessioned 2011-07-20T22:37:50Z
dc.date.available 2011-07-20T22:37:50Z
dc.date.issued 2011-07-20
dc.identifier.uri http://hdl.handle.net/2429/36209
dc.description.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. en_US
dc.language.iso eng en_US
dc.relation.ispartofseries Explorations and Education Conference, held at the University of British Columbia, 1 April 2011 en_US
dc.subject human-nature relationships, garden-based education, place-based education, teacher education en_US
dc.title Turning teaching inside out en_US
dc.type text en_US
dc.type.text conference Paper en_US
dc.description.affiliation Education, Faculty of en_US
dc.description.affiliation Education, Curriculum and Instruction, Dept of en_US
dc.description.reviewstatus Unreviewed en_US
dc.description.scholarlevel Graduate en_US

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