Place-Based Education

This paper will explore the vulnerable communities of tiger widows' place-based adaptation to climate change. Tiger widows (locally called bagh bidhwa) are considered one of the most vulnerable and a small marginalised communities in Bangladesh's coastal settlements (Chowdhury et al., 2016), whose husbands were killed by tigers while fishing in the Sundarbans 1 (enlisted as UNESCO World Heritage site) regions. These coastal women's life and livelihoods are mostly depending on the place-based natural resources (e.g. fishing, crab collection), collecting resources from the mangrove forest of Sundarbans (Khalil & Jacobs, 2021; Uddin et al., 2013). Tiger-human conflict in the Sundarbans is a frequent occurrence and a significant global issue that endangers people's live, destroys property and puts the rest of 1 Sundarbans is the largest delta in the world, created by the 3 rivers Ganges, Meghna, and Brahmaputra along the Bay of Bengal spread to the SouthEast Asia of Bangladesh and India (Basu & Mondal, 2023). Sundarbans occupy a large landmass, covered an area of about 6000 sq. km in Bangladesh part and recognised as one of the largest mangrove forests spread in Bangladesh (Gopal & Chauhan, 2006). Landmass (4.1%) of the country land supporting ecosystems and served over 1000 species of plant, fish, including the only habitat of the Royal Bengal Tigers (Gopal & Chauhan, 2006; Uddin et al., 2013). Approximately 200 tigers live in the Sundarbans, Bangladesh (Khan, 2012). More than three million coastal livelihoods directly or indirectly are depending on the ecosystem-based livelihoods in the Sundarbans (Uddin et al., 2013).

Bu çalışma, Kürecik merkezli saha araştırmalarında geliştirilen etik coğrafya yaklaşımını yer temelli eğitim, mekânsal pedagoji ve değer aktarımı bağlamında genişletmektedir. Makalede “Kürecik Modeli” adıyla önerilen çerçeve, sözlü kültürün güçlü olduğu topluluklarda bilginin, ahlaki değerlerin ve tarihsel hafızanın yalnızca yazılı metinler aracılığıyla değil; dağ, taş, pınar, ziyaretgâh, mezar, yer adı, anlatı, ritüel, ses, nesne, beden ve kuşaklararası aktarım yoluyla korunduğunu savunur.

Çalışma, Ali Şükran Dağı, Cömert Kasap ve Çoban Dede anlatıları üzerinden üç katmanlı bir etik yapı önermektedir: dikey etik, yatay etik ve içsel etik. Bu yapı, coğrafyanın yalnızca fiziksel bir çevre değil, aynı zamanda ahlaki hafızanın ve kültürel kimliğin taşındığı bir açık hava arşivi olduğunu göstermektedir.

Makale ayrıca “coğrafi hafıza pedagojisi”, “mekânsal ahlak eğitimi” ve “okul içi etik coğrafya” kavramlarını tartışmakta; Kürecik Modeli’nin çocuk eğitimi, okul mekânı, el işi etkinlikleri, kuşaklararası atölyeler, dijital etik hafıza haritaları ve değerler eğitimi açısından nasıl uygulanabileceğini göstermektedir.



This article expands the ethical geography approach developed through Kürecik-centered field studies into the fields of place-based education, spatial pedagogy, and values education. The proposed “Kürecik Model” argues that in communities with strong oral traditions, knowledge, moral values, and historical memory are transmitted not only through written texts, but also through mountains, stones, springs, shrines, graves, place names, narratives, rituals, sounds, objects, bodily signs, and intergenerational storytelling.

The article develops a three-layered ethical structure through the narratives of Ali Şükran Mountain, Cömert Kasap, and Çoban Dede: vertical ethics, horizontal ethics, and internal ethics. It further discusses the concepts of geographical memory pedagogy, spatial moral education, and in-school ethical geography, proposing practical applications for children’s education, school spaces, handmade objects, intergenerational workshops, digital ethical memory maps, and values education.

เอกสารวิชาการฉบับนี้มีวัตถุประสงค์เพื่อวิเคราะห์ สังเคราะห์ และอภิปรายมาตรฐานการเรียนรู้และตัวชี้วัด หลักสูตรแกนกลางการศึกษาขั้นพื้นฐาน พุทธศักราช 2551 กลุ่มสาระการเรียนรู้สังคมศึกษา ศาสนา และวัฒนธรรม ระดับชั้นประถมศึกษา โดยดำเนินการถอดบทเรียนและประเมินตัวชี้วัดอย่างเป็นระบบในทั้ง 5 สาระการเรียนรู้ ได้แก่ สาระที่ 1 ศาสนา ศีลธรรม จริยธรรม สาระที่ 2 หน้าที่พลเมือง วัฒนธรรม และการดำเนินชีวิตในสังคม สาระที่ 3 เศรษฐศาสตร์ สาระที่ 4 ประวัติศาสตร์ และสาระที่ 5 ภูมิศาสตร์ กระบวนการวิเคราะห์อาศัยกรอบแนวคิดทางจิตวิทยาการศึกษาในการจำแนกพฤติกรรมการเรียนรู้ของผู้เรียนครอบคลุมทั้ง 3 มิติ ได้แก่ ด้านพุทธิพิสัย (Cognitive Domain) ด้านทักษะพิสัย (Psychomotor Domain) และด้านจิตพิสัย (Affective Domain) เพื่อเป็นฐานข้อมูลเชิงประจักษ์ในการกำหนดจุดประสงค์การเรียนรู้และออกแบบกิจกรรมที่สอดคล้องกับพัฒนาการทางสติปัญญาและช่วงวัยของผู้เรียนอย่างเหมาะสม

ผลการวิเคราะห์และอภิปรายชี้ให้เห็นว่า การแปลงมาตรฐานระดับชาติไปสู่การปฏิบัติในชั้นเรียนให้เกิดประสิทธิผลสูงสุดนั้น จำเป็นต้องก้าวพ้นการจัดการเรียนรู้แบบท่องจำไปสู่กระบวนการเรียนรู้เชิงรุกที่เน้นการสร้างความเข้าใจเชิงโครงสร้าง ประการสำคัญ เอกสารฉบับนี้ได้นำเสนอแนวทางการตีความตัวชี้วัดโดยให้ความสำคัญกับ “บริบทเชิงพื้นที่” (Place-based Context) ผ่านการเชื่อมโยงมโนทัศน์สากลเข้ากับทุนทางวัฒนธรรม ประวัติศาสตร์ชุมชนล้านนา และอัตลักษณ์ท้องถิ่นของอำเภอป่าซาง จังหวัดลำพูน เพื่อให้หลักสูตรมีความหมายต่อผู้เรียนอย่างแท้จริง ตลอดจนมีการเสนอแนะการปรับประยุกต์ตัวชี้วัดให้ตอบสนองต่อพลวัตของสังคมในศตวรรษที่ 21 อาทิ การบูรณาการทักษะความเป็นพลเมืองดิจิทัล การรู้เท่าทันสื่อ ความฉลาดรู้ทางการเงินในยุคไร้พรมแดน และการวิเคราะห์ปฏิสัมพันธ์เชิงพื้นที่เพื่อแก้ไขปัญหาสิ่งแวดล้อม

เอกสารรายงานการวิเคราะห์หลักสูตรฉบับนี้ จึงทำหน้าที่เป็นเสมือนเข็มทิศชี้แนะแนวทางสำหรับครูผู้สอนและสถานศึกษา ในการนำผลการวิเคราะห์ไปต่อยอดเพื่อพัฒนารูปแบบการจัดการเรียนรู้และหน่วยการเรียนรู้ที่หลอมรวมภูมิปัญญาท้องถิ่นเข้ากับมาตรฐานวิชาการ อันจะนำไปสู่เป้าหมายสูงสุดในการพัฒนาผู้เรียนให้เกิดสมรรถนะสำคัญ เป็นพลเมืองที่ตื่นรู้ (Active Citizen) มีวิจารณญาณ และสามารถดำรงชีวิตในโลกที่มีการเปลี่ยนแปลงสูง ควบคู่ไปกับการมีความภาคภูมิใจในรากเหง้าของตนเอง

Η παρούσα μελέτη προσεγγίζει τον σχολικό χώρο ως κείμενο αξιοποιώντας την έννοια
του «σχολικού γλωσσικού τοπίου» (schoolscape), που αναφέρεται στην οικολογία των
μηνυμάτων τα οποία κατασκευάζονται στον χώρο του σχολείου εντός και εκτός τάξης.
Πιο συγκεκριμένα, χαρτογραφείται το γλωσσικό τοπίο τριών σχολικών μονάδων μίας
γειτονιάς στο κέντρο της Αθήνας, όπου η πλειοψηφία του μαθητικού δυναμικού αποτελείται από μαθητές/τριες με προσφυγική-μεταναστευτική εμπειρία. Σε αυτό το πλαίσιο, το επίσημο σχολικό γλωσσικό τοπίο (π.χ. αναρτημένες ανακοινώσεις, σήμανση,
διάκοσμος) αναδύεται ως πεδίο αποκλεισμού των πολύγλωσσων/πολυπολιτισμικών
ταυτοτήτων των μαθητών/τριών. Παράλληλα, τα παρεκβατικά γλωσσικά τοπία που κατασκευάζουν οι μαθητές/τριες σε θρανία, καρέκλες, τοίχους του σχολείου μέσω διαγλωσσικών πρακτικών αναδύονται ως πράξεις οικειοποίησης του σχολικού χώρου και
διεκδίκησης της ορατότητάς τους. Αναδεικνύεται, συνεπώς, το γλωσσικό τοπίο ως ένα
πεδίο αμφισβήτησης της σχολικής νόρμας, αλλά και ένα δυναμικό εργαλείο που μπορεί
να συνεισφέρει στον σχεδιασμό ενός πιο συμπεριληπτικού σχολικού περιβάλλοντος
αξιοποιώντας διαγλωσσικούς πόρους μάθησης.

This paper introduces the Cortical Strategic Guidance (CSG) Model, a neuro-cognitive framework that examines how conscious engagement of cortical capacities can transform decision-making processes in global governance. Contemporary crises—ranging from geopolitical conflicts to nuclear threats—are often intensified by limbic and reactive cognitive patterns rather than long-term, strategic reasoning.

Through a hypothetical simulation centered on Donald Trump, the study explores how full cortical activation—defined by strategic reasoning, ethical awareness, and metacognitive control—could influence global dynamics. The model proposes that fanatic and dogmatic structures are not eliminated but guided toward systemic integration, reducing violence and promoting cooperative international relations.

The CSG framework emphasizes internal cognitive development over external enforcement, highlighting education—particularly early childhood metacognitive training—as the primary pathway for sustainable societal evolution. While limitations such as populist resistance and cognitive rigidity are acknowledged, the model presents a scalable roadmap for reducing fear-driven escalation and fostering ethical, long-term global stability.
Bu çalışma, küresel yönetişimde karar alma süreçlerini dönüştürmeyi amaçlayan nöro-bilişsel bir çerçeve olarak Kortikal Stratejik Rehberlik (KSR) Modeli’ni sunmaktadır. Jeopolitik çatışmalar ve nükleer tehditler gibi çağdaş krizler, çoğunlukla uzun vadeli stratejik akıl yürütme yerine limbik ve reaktif bilişsel kalıplar tarafından derinleştirilmektedir.

Donald Trump üzerinden kurulan hipotetik bir simülasyon aracılığıyla, stratejik akıl yürütme, etik farkındalık ve üstbilişsel kontrol ile tanımlanan tam kortikal aktivasyonun küresel dinamikleri nasıl etkileyebileceği incelenmektedir. Model, fanatik ve dogmatik yapıların yok edilmesi yerine sistemsel entegrasyon yoluyla yönlendirilmesini önererek şiddetin azaltılmasını ve uluslararası iş birliğinin güçlendirilmesini hedeflemektedir.

KSR çerçevesi, dışsal müdahaleler yerine içsel bilişsel gelişimi vurgulamakta ve özellikle erken çocukluk döneminde üstbiliş eğitiminin sürdürülebilir toplumsal evrim için temel araç olduğunu savunmaktadır. Popülist direnç ve bilişsel katılık gibi sınırlamalar kabul edilmekle birlikte, model korku temelli tırmanmayı azaltmak ve etik, uzun vadeli küresel istikrarı sağlamak için ölçeklenebilir bir yol haritası sunmaktadır.
https://doi.org/10.5281/zenodo.19466466

This study extends emerging work on a sociolinguistics of Islam (Bhatt, Barnawi, and Ahmad 2025) by examining how meaning-making is shaped through the design of the Qur'anic Botanic Garden in Doha, Qatar. Using walking ethnography and linguistic landscape analysis, the study analyzes how the Garden aligns ummatic forms of Islamic authority grounded in Qur'anic and Prophetic traditions with ʿurfic forms of locally embedded ecological practice. The findings show how multilingual plant signage presents Qur'anic Arabic alongside Modern Standard Arabic, English translation, scientific nomenclature, and vernacular plant terms, making visible the relationship between scriptural tradition and local ecological knowledge. Beyond textual forms, Islamic environmental ethics are also communicated through silent theology, conveyed through sensory zoning involving sound, scent, and water, as well as through the selection of Qur'anic and regionally significant plant species. These arrangements are conceptualised as producing eco-heritage literacies: ways of relating Qur'anic and Prophetic citation to vernacular plant knowledge and broader ecological understandings, enacted through embodied modes of encounter that cultivate ethical orientations toward the natural world.

This paper presents a comprehensive empirical investigation into community-based curriculum innovation, focusing on collaborative efforts between UK universities and local education authorities to embed civic engagement within academic programmes. Drawing on mixedmethods research, including stakeholder interviews, case studies, and national datasets, the study examines how curriculum co-design with community actors reshapes pedagogical practice, enhances student agency, and strengthens institutional accountability. The findings reveal that integrating civic engagement into formal curricula not only improves student outcomes in terms of democratic participation and social responsibility, but also fosters deeper institutional ties to local governance and public service. The research situates this innovation within broader policy frameworks such as the Civic University Network and the Higher Education and Research Act 2017, highlighting its alignment with national priorities around equity, inclusion, and public value. By analysing the structural enablers and barriers to implementation, the paper offers a critical lens on how universities can move beyond traditional models of knowledge delivery to become active civic institutions. The study contributes to the growing literature on place-based education and civic pedagogy, offering a replicable model for curriculum transformation that is both context-sensitive and scalable. Ultimately, it argues that community-based curriculum innovation is not peripheral, it is central to the future of socially engaged higher education.

บทคัดย่อ
บทความนี้นำเสนอการทบทวนวรรณกรรมเกี่ยวกับการบูรณาการหลักการอิสลามานุวัตรองค์ความรู้ (Islamization of Knowledge) เข้ากับหลักสูตรฐานสมรรถนะ (Competency-Based Curriculum) ในบริบทการศึกษาอิสลามร่วมสมัย ผ่านการวิเคราะห์วรรณกรรมทางวิชาการที่สำคัญตั้งแต่ทศวรรษ 1980 จนถึงปัจจุบัน การทบทวนครอบคลุมสามประเด็นหลัก คือ (1) พัฒนาการของแนวคิดอิสลามานุวัตรองค์ความรู้และรากฐานทางปรัชญา (2) วิวัฒนาการของหลักสูตรฐานสมรรถนะในการศึกษาสากล และ (3) การบูรณาการทั้งสองแนวคิดในบริบทการศึกษาอิสลาม

ผลการทบทวนพบว่า ทั้งสองแนวคิดมีจุดสัมพันธ์ที่สำคัญในการมุ่งพัฒนาผู้เรียนอย่างองค์รวม การเน้นการประยุกต์ใช้ความรู้ และการปลูกฝังคุณธรรมจริยธรรม อย่างไรก็ตามยังมีความท้าทายในการประยุกต์ใช้ในทางปฏิบัติ โดยเฉพาะในบริบทเอเชียตะวันออกเฉียงใต้ที่ยังขาดการศึกษาอย่างเป็นระบบ

คำสำคัญ: อิสลามานุวัตรองค์ความรู้, หลักสูตรฐานสมรรถนะ, การศึกษาอิสลาม, การบูรณาการหลักสูตร

Three vignettes illustrate my journey towards human-body-land intercorporeality. More-thanhuman beings have guided me for decades, as both teacher and student. Re-engaging with intercorporeality through eco-centric, slow pedagogical practices fosters enduring learning, connecting the body, emotions, intellect, and spirit to the more-than-human world in a pursuit of stillness and peace.

Amid growing diversity and shifting sociopolitical currents, teacher education programmes must prepare critically reflective, placeconscious educators. This study explores how a sense of placeincluding the biophysical environment, personal histories, and sociopolitical contexts-shapes the professional identities of teacher candidates working with diverse learners. This qualitative study explored how 12 teacher candidates at a rural Midwestern U.S. liberal arts college constructed their professional identities. Analysed through narrative hermeneutics, data from visual narratives, audiovisual reflections, and interviews revealed three themes: (a) time and temporal identity formation, (b) social environments and sociocultural identities, and (c) place-based critical consciousness and professional identities. The findings of this study illuminate implications in both research and practice. Theoretically, place-based identities further inform the theorisation of teacher professional identity development. The findings also underscore the importance of embedding systematic exploration of place into teacher preparation curricula. Methodologically, arts-based methods, such as visual narratives, proved an especially powerful medium for eliciting rich reflections and helping teacher candidates connect personal experiences to professional goals. Implications for future teacher education research and practice are discussed.

Asians and Asian Americans have a long history in the United States of
engaging with the environment, US public lands, and outdoor recreation.
At the same time, they are underrepresented in scholarship focused on
environmental justice, environmental history, and environmental literature,
as conveyed by this volume’s significance as the first edited volume on
Asian American environmental history. When Asian American environmental connections have been considered, scholars have
more frequently turned to labor rather than leisure as an analytic. This chapter asserts outdoor recreation as a significant and serious site of
inquiry for Asian American racial formation, environmental belonging,
and racial settler colonialism.

This article compares democratic participation research in Scottish schools over a 10year period. The comparison reveals how 'organic' aspects of decision-making arise in arenas of school activity. We argue that research heretofore has focussed on pupil councils to the exclusion of more everyday embedded and embodied choices. Primary researchers in the studies revisited data, drawing on their respective theoretical frameworks, to consider how new materialist perspectives offer ways to attend differently to the recursive, relational dynamics of participation.

Η σύγχρονη εποχή χαρακτηρίζεται από την έντονη παρουσία πολλαπλών κρίσεων, οι οποίες καταδεικνύουν την αλληλεξάρτηση των κοινωνικών, οικολογικών, υγειονομικών, πολιτικών και χωροταξικών ζητημάτων. Σε αυτό το περιβάλλον, η μαθηματική εκπαίδευση θεωρείται ως ένα αναγκαίο κοινωνικό αγαθό, που απαιτεί να προσαρμοστεί στις σύγχρονες προκλήσεις, όπως η περιβαλλοντική υποβάθμιση και οι κοινωνικές ανισότητες. Η μελέτη επικεντρώνεται στη χρήση των αστικών κήπων, μέσω των οποίων τα παιδιά έρχονται σε επαφή με τα μαθηματικά της φύσης και του περιβάλλοντος. Στη συγκεκριμένη έρευνα, αναλύεται σε επεισόδια η επαφή παιδιών προσχολικής ηλικίας με τα μαθηματικά σε έναν αστικό κήπο στη Λάρισα, που χρησιμοποιείται από μια ακτιβιστική ομάδα. Η εθνογραφική προσέγγιση, με τη χρήση της συμμετοχικής παρατήρησης, επιτρέπει την καταγραφή των της επαφής αυτής αλλά και της μαθηματικής σκέψης και έκφρασης των παιδιών, καθώς και της σχέσης τους με τη φύση και το περιβάλλον. Με βάση την ανάλυση της έρευνας οι αστικοί κήποι λειτουργούν ως «ετεροτοπία» και ως «συν-δασκάλα», προσφέροντας έναν διαφορετικό, ζωντανό χώρο μάθησης, όπου τα παιδιά εκφράζουν τη μαθηματική τους σκέψη μέσω δραστηριοτήτων που συνδυάζουν μαθηματικά και φύση. Παράλληλα, μέσω αυτής της διαδικασίας, ενισχύεται η κοινωνικο-οικολογική συνείδηση των παιδιών, προάγοντας την κοινωνική δράση και την περιβαλλοντική ευαισθησία.

This Special Issue of the journal of Art, Design & Communication in Higher Education (ADCHE) is a partnership with the European League of Institutes of the Arts (ELIA), building on the 2023 ELIA Academy, 'Exploring Situatedness'. Through an international call for manuscripts, individuals working within and beyond the academy were invited to consider the relationship between where an art programme is situated-its place-and what it aspires to offer higher arts education today. Contributors report on educational experiences that intentionally integrate local communities and environments as a primary component of the learning. While 'Part 1' of this issue focused on ideas about 'situatedness' explicitly or implicitly woven through the ELIA conference, 'Part 2' features contributions which explore the theme of situatedness more broadly. This Special Issue of the journal of Art, Design & Communication in Higher Education (ADCHE) comes into being through a partnership with the European League of Institutes of the Arts (ELIA), by building on the 2023 ELIA Academy biannual conference theme 'Exploring Situatedness'.
KEYWORDS situated learning placemaking place-based design education teaching art arts-based research community arts ecological learning

Place matters. It connects people to nature, ancestry and culture, history, and complex emotions that are much harder to name. Place fosters a sense of identity and a sense of belonging. As interpreters, we have a habit of pre scribing meaning to place, and after some time, we take that meaning as the only meaning that a place has. We share it with visitors at parks, museums, or other heritage sites, and hope that they garner as much thrill from the place we love as we do. But a place's meaning is not set in stone, nor is it singular. Interpreters can present multiple perspectives, but there will always be other perspectives that they do not know; after all, an interpreter is just one person. The perspectives and meanings of place are complicated, and the narratives that have dominated the field of interpretation, especially in the United States, have been framed by a colonial past, which persists in our present. Centering narratives from the margins, or narratives from groups of people traditionally marginalized, requires intentionality, humility, a willingness to take ownership of mistakes, and dedication to destabilizing colonial frameworks. In this article, several tools for successfully centering narratives from the margins will be explored, as well as a case study of efforts at national parks to begin accomplishing this ongoing work.

In Canada, education is often referred to as the path to success. For youth to develop into responsible citizens, Eurocentric Canadian education systems claim that the attainment of educational credentials is necessary. However, the current educational attainment of First Nations, Métis, and Inuit learners in Canada is far below that of their non-Indigenous counterparts. The dearth of Indigenous ways of knowing and doing in provincially-mandated education systems hinders the success of Indigenous youth, limits opportunities for advancement, and promotes a system of learner inequity by fostering ignorance among educators. Through critical participatory action research, this study focused on determining the perceived challenges non-Indigenous educators experience when bridging Indigenous knowledges in a blended K-12 classroom. The purpose of this research was to determine how collaborative professional development aimed at promoting self-reflexivity and introspection could lead to a deeper awareness of power, privilege, bias and unacknowledged racism when bridging Indigenous ways of knowing and doing in teacher pedagogy. Over a three-month period, participants became more deeply aware of their own racist and stereotypical underpinnings and sought further support to engage with Indigenous knowledge systems in their daily pedagogical considerations. The results of this study showed that collaborative professional development promoted a deeper exploration of both past and present experiences, how those experiences shaped teachers' bias and unacknowledged racism relating to Indigenous ways of knowing and doing, and methods through which participants can continue to engage with reconciliatory education in their blended classrooms.

Scuola, storie, margini. Un'ipotesi di comunità letteraria per le aree interne e montane La marginalità è un luogo radicale di possibilità, uno spazio di resistenza. Questa marginalità, che ho definito come spazialmente strategica per la produzione di un discorso contro-egemonico, è presente non solo nelle parole, ma anche nei modi di essere e di vivere. Non mi riferivo, quindi, a una marginalità che si spera di perdere -lasciare o abbandonare -via via che ci si avvicina al centro, ma piuttosto a un luogo in cui abitare, a cui restare attaccati e fedeli, perché di esso si nutre la nostra capacità di resistenza. Un luogo capace di offrirci la possibilità di una prospettiva radicale da cui guardare, creare, immaginare alternative e nuovi mondi 1 . Q uesto passo, tratto dall'Elogio del margine di bell hooks 2 , introduce in maniera efficace la convinzione su cui si fonda la proposta del seguente contributo, laddove la valorizzazione della marginalità come luogo di possibilità e spazio di resistenza, altrove associata alle specificità della condizione femminile e del contesto socioculturale afroamericano, trova un riscontro significativo anche nel dibattito d'ambito italiano sullo stato delle aree interne e montane. In tal senso, il condizionamento reciproco tra i luoghi e le vite che li attraversano suggerisce di volgere uno sguardo ai margini in quanto laboratori sociali e politici che contestano le ingiustizie della contemporaneità, dalle smisurate periferie urbane degli Stati Uniti ai più remoti insediamenti umani che ancora punteggiano le Alpi e gli Appennini: una marginalità che, contemplata con la dovuta attenzione, si rivela molto più consistente e diffusa di quanto emerga dalle grossolane narrazioni collettive. È un dato di fatto, d'altronde, che nel contesto della penisola le aree montane e interne costituiscano una presenza tutt'altro che marginale, sia per estensione che per numero di abitanti. La montagna amministrativa, regolata dalla Legge 991 del 25 luglio 1952 (Provvedimenti in favo-

Human existence and progress hinge on sustainability and resilience, especially in the Anthropocene Era, where the diversity of nature plays a critical role. Central to this endeavor is the realm of geoethics, which not only reshapes the role of geosciences but also fosters the development of ethical behavior and practices in our interaction with the Earth. This paper presents a conceptual framework that integrates the seemingly disparate domains of geoethics, geoenvironmental education, and the sense of place. By conducting a systematic review using the keywords "Geoethics AND Education" and "Geoethics AND place" across global databases, including Scopus, Web of Science, ProQuest, and JSTOR, up to October 2023, we seek to uncover evidence illuminating the potential connections between these concepts. Out of n = 98 records identified, n = 22 met the eligibility criteria for inclusion in our review. Our findings reveal a growing scientific interest in the spectrum of geoethics over the last decade, with diverse perspectives related to concerns about geoeducation. We propose that future research should focus on expanding the scope of geoethics across various disciplines, emphasizing the importance of human ethos, socio-eco responsibility, and ethical considerations in geological heritage and geoconservation management. Geoenvironmental education emerges as a crucial avenue for advancing geoethics, while the multifaceted outcome of the sense of place offers a promising pathway for standardizing and correlating these fields effectively.

Доповідь присвячена придієслівній експлікації прямого об’єкта в заперечних реченнях. У ній досліджено відмінкові форми іменників, які використовуються в текстах газети «Порадниця» для вираження придієслівного прямого об’єкта в заперечних реченнях; узагальнено теоретичні основи вживання родового й знахідного відмінків при дієсловах з часткою не; виявлено сучасні тенденції у вираженні прямого об’єкта при запереченні; визначено та обґрунтовано той засіб вираження прямого об’єкта у заперечних реченнях, який варто вважати пріоритетним

The Deepwater Horizon Oil Spill (DWHOS) was primarily a deep-pelagic event. Variable amounts of discharged hydrocarbons reached the ocean surface and/or seafloor, whereas 100% occurred within the water column. Understanding this pelagic habitat is important because about half of all fish species that occur in the Gulf of Mexico (GoM) spend all or part of their lives in the open ocean. Most mesopelagic (200-1000 m depth) species of fishes vertically migrate each night to feed in epipelagic (0-200 m) depths and return to deep water during the day. This behavior affects rapid cycling of natural and anthropogenic material in the water column. Deep-pelagic fishes are prey for gamefishes, seabirds, and marine mammals. Given the steady growth of oil exploration and operations, the likelihood of future spills emphasizes the need to document acute and chronic effects on pelagic fauna. The DEEPEND (Deep-Pelagic Nekton Dynamics) Consortium will conduct a 3-year sampling and analysis program th...

Environmental education is increasingly seen as an important tool for addressing multiple intersecting crises. The climate and ecological crises are global crises, but multiple scales-local, regional, national, and global-connect and blur, and there are important senses in which these global crises are always produced and experienced in local places. Education similarly cuts across scales: schooling is embodied, local and highly place-specific, yet it is also bound up with global discourses, assessment exercises, geopolitics and governance regimes. This paper explores these themes and tensions by thinking across the cases of Azerbaijan and the Galápagos Islands, Ecuador. Analysis of the environmental education in these quite different environments offers insights into the place-specific nature of environmental education, discussed through the themes of pedagogy, attachment and action. Across each theme we argue that place is deeply connected to environmental education, but this strong relationship manifests in some quite different ways, including at times enabling, and at other times restricting. The findings prompt questions about justice, equity and the role of environmental education in producingrather than only reproducing-young people's engagements with and constructions of their local places.

The Stanford Center for Assessment, Learning, and Equity's (SCALE) mission is to improve instruction and learning through the design and development of innovative, educative, state-of-the-art performance assessments and by building the capacity of schools to use these assessments in thoughtful ways, to promote student, teacher, and organizational learning.

Το άρθρο παρουσιάζει μια παιδαγωγική εφαρμογή που βασίζεται στη θεωρία της χωροευαίσθητης και βιωματικής μάθησης και συνδέεται με τις πρακτικές της εκπαίδευσης για την πολιτότητα. Μέσα από το Θερινό Πρόγραμμα της Ελληνικής Αγωγής, παιδιά ηλικίας 6–14 ετών επισκέπτονται καθημερινά αρχαιολογικούς και πολιτιστικούς χώρους της Αττικής και συμμετέχουν σε αφηγηματικές, δραματοποιημένες και διαλογικές δραστηριότητες. Το άρθρο υποστηρίζει ότι η σύνδεση της γνώσης με τον τόπο και η ενεργητική χρήση της αρχαίας ελληνικής ως εργαλείου σκέψης και επικοινωνίας ενισχύουν την πολιτισμική ταυτότητα, την ιστορική συνείδηση και τη βιωματική αφομοίωση της γλώσσας. Το πρόγραμμα αναλύεται ως πρότυπο παιδαγωγικής προσέγγισης με χαμηλή τεχνολογική εξάρτηση και υψηλή συναισθηματική εμπλοκή.

This essay weaves an 'upena of critical discourse to contribute to a Kanaka Maoli abolitionist theory and praxis. Following the lead of Kumu Haunani-Kay Trask, I explore the intersection of the Black Radical Tradition and Critical Hawaiian Studies at the nexus of carcerality and multiple forms of Native and Black Dispossessions. Specifically, this essay builds upon Tiffany Lethabo King's The Black Shoals and George Terry Kanalu Young's Rethinking the Native Hawaiian Past to imagine and create freedom places beyond incommensurability. With a study of Pu'uhonua (places of refuge) I investigate the pilina (intimacies) between Indigenous resurgence and Black struggles for liberation and abolition. I argue that the comprehensive abolition of carceral systems and the ongoing resurgence of Pu'uhonua are cooperative projects that can be imagined and built upon the shoal and the Papa (reef/foundation) to create new futures for Black and Indigenous comrades in pursuit of collective liberation.

Lastly I'd like to thank the person who is perhaps more than anyone responsible for me accomplishing this goal. Donna (Lanakila) Willard. I cannot explain the importance of the things you've shared with me. Your wise spiritual and loving guidance reminds me what this is all about. You always say just what I need to hear. Most importantly. you were perhaps the only one who never doubted I could do this. you were right. v ABSTRACf Defining this work can be best accomplished by starting with what it isn't. This is not simply a work of revisionist history. It is not merely the "other side of the story." Those things are merely answers; replies to certain histories that often devolve into "you say, I say" debates that seek to call forth choirs on each side eager to be preached to. It is not a "balancing of the scales," a "righting of a wrong" or any other work dependant on the present master process. While it does critique the previously dominant way of presenting Hawaiian history, it is at its core an attempt to highlight Hawaiian voices that have been demanding to be heard. I believe that giving platform to the Hawaiianlanguage archive disables the exclusionary historiography that has demanded that we speak for those who have themselves already spoken. I do however question the dominant historiography; the foundation upon which these earlier histories are allowed to be produced. That platform is uneven, skewed. It is foundationally unsound and no amount of tinkering is going to set it right. It needs to be discarded. The national narrative that is Hawai'i has previously relied on haole sources while overtly excluding Native ones. For much of its production the lie was told that these Native sources just simply didn't exist in significant number. When the existence of a vast collection of primary source material in the Indigenous language was highlighted, the exclusionary practice rested on a new principle; the Native was not competent to record her / his own history. Over the last three-plus decades, a growing number of Native Hawaiian scholars that includes Jonothan Kamakawiwo'ole Osorio, Haunani-Kay Trask, Lilikalll. Kame'eleihiwa, Noenoe Silva, Carlos Andrade, Davianna McGregor and vi many others have begun to change that dynamic by making their voices heard on a wide variety of topics including the history of their kopuna. Students are graduating from Hawaiian Studies and Hawaiian-language programs in an ever-increasing number. The Kamakakookalani Center for Hawaiian Studies has begun a Masters program in Hawaiian Studies and is looking ahead towards producing Ph.D. gradutes. Just this recent school year the Hawaiian Studies, Hawaiian Language and Klinewai Lo'i programs came together to create their own college, Hawai'inuillkea School of Hawaiian Knowledge. There is much to be excited about. The main focus of this thesis however, is not the producers of history but rather the process. Its focus is not historians but instead. historiography. I contend that a long developed historiography, based on English-language sources continues to be the foundation for much of what we are still using and producing. My 2003 undergraduate course entitled History of Hawai'i was taught using Gawan Daws' Shoal of Time (a problematic book critiqued later in this thesis) as its text. The course, History 284, is taught with this source today. The biographies of Hawaiian-historical figures that are the basis for student and community research are almost solely derived from Englishlanguage sources. These resources continue to form a significat portion of our new work. This argument is furthered by the understanding that history is, by far, not only produced in the halls of academia. Consumers of history today get their product from magazine articles, television and film. museum and historical place tours, the internet and many other places. Very little of this history is sourced with a historiography that is inclusive of the vast archive that exists in Hawaiian language. This thesis seeks to make blatant the repercussions of ignoring that archive and ask why it is still allowed to vii happen. It will show that within the prolific archive of Hawaiian-language material is testimony that contradicts long-held understandings of certain events. It will use two case studies. One of these describes an event from the late-nineteenth century and follows a trail of exclusion and preferenced voice that results in a universally accepted false history of that event. A second modern example of exclusion details how the process that was built and supported in the past has given us a faulty historiography that continues to be used to produce exclusionary histories that very much affect our present. Note on orthography: In this text I follow commonly accepted modern use of diacritical marks in Hawaiian words and names except in quoting original sources that did not contain them and in the case of showing respect to Mrs. Mary Kawenaulaokalaniahiiakaikapoliopelekawahineaihonua Pukui who made known the preference that her name be written without them. Note on translation: All translations within this thesis are mine except within the "Mele / Oli" section of the Survey of Archive where I have left intact the translations within the archive file: translator as noted.

Presenting Method Example 1 Active amplification with Māori terms The tuatara, the ancient lizard with its third eye 2 Annotation after Māori terms Chapter 1 -Kahutia Te Rangi Chapter 4 -Not only was Kahutia Te Rangi a man's name but it was also the name of the ancestor of our village. Greenstone -Pounamu 3 Glossary at the end of book Māori English Rotorua Bay of Plenty city 4 Direct presentation Rawiri Porourangi

The Queen Regent Kaahumanu (Kuhina Nui),1 the last wife of Kamehameha I,2 was a primary force for Christianity in the Hawaiian Islands in the first half of the nineteenth century, which helped set the stage for the Great Hawaiian Revival, the growth of Protestant churches, and Hawaii's early educational system. This paper traces her conversion to Christianity along with key steps she took to implement both Christianity and Education in the Hawaiian Islands.

The article provides an empirical analysis of cases in which Ukrainian state and local authorities responded to journalistic investigations published mainly in online media. It systematizes cases in which official administrative, judicial, or supervisory actions resulting from media publications were documented in 2024. Based on the analysis of 25 examples, key thematic areas of investigations that provoke a response have been identified, with a predominance of the topics of corruption and the use of budget funds. The forms of administrative response have been typologized and can vary from personnel decisions (dismissal, resignation, official investigations) to financial adjustments (price reductions, termination of contracts) and legal actions (opening of proceedings or announcement of suspicion). The time intervals between publication and response are characterized, ranging from 1 to over 900 days. Variations in response time demonstrate the influence of institutional factors, political will, and the complexity of fact-checking. The geography and figures involved in such cases are described; investigations often expose not only individual violators but also systemic problems in the interaction between government and business in the distribution of public resources. It has been proven that journalistic investigations serve as a catalyst for administrative action, promoting government accountability, especially in the area of public procurement, even in the context of full-scale war. The use of case analysis based on the criterion of analytical relevance is justified for studying the mechanisms of interaction between the media and government institutions. The study demonstrates that Ukrainian investigative journalism, especially in the online segment, is an important actor in the system of checks and balances, capable of initiating specific actions by the state aimed at correcting violations and increasing accountability.

This study explores implementing place-based education in teaching Arabic literature in Arab schools in Israel. The research proposes a pedagogical approach that connects literary texts to their physical and cultural environments. This approach extends learning beyond traditional classroom boundaries. Through systematic analysis of curricular texts, my study develops practical pedagogical models based on place-based learning theories. The findings demonstrate how this approach enhances students' literary comprehension while strengthening their environmental awareness, and cultural identity. In the unique context of Arab schools in Israel, this methodology creates meaningful opportunities for fostering community belonging while developing critical thinking skills. The research shows that this pedagogical framework effectively empowers Arab students, equipping them for meaningful societal engagement. By anchoring literature within tangible places and cultural contexts, this approach promotes both academic excellence and essential life competencies, supporting positive identity development within students' communities.

S OF PAPERS SIXTY-FIFTH ANNUAL MEETING SOCIETY OF VERTEBRATE PALEONTOLOGY MESA SOUTHWEST MUSEUM AND PHOENIX MARRIOTT MESA MESA, ARIZONA OCTOBER 19-22, 2005 HOST COMMITTEE: Robert McCord II (Chair), Gavin McCullough, Richard S. White, Jr., Brian Curtice, Randall L. Nydam, Douglas G. Wolfe, and Matthew Houle CONVENORS OF SYMPOSIA: Bruce MacFadden, Mark Terry, and Judy Scotchmoor; Matthew C. Mihlbachler, Florent Rivals, Gina Semprebon, and Nikos Solounias; Peter Reser and Gavin McCullough; Xiabo Yu and John Maisey; Paul M. Barrett and Tim Fedak PROGRAM COMMITTEE: Greg Buckley (Chair), Donald Prothero, David Froehlich, Eric Dewar, Mike Gottfried, Kristi Curry Rogers, F.R. O'Keefe, Jason Head, and J. David Archibald

Questo contributo intende vagliare le potenzialità della didattica della letteratura italiana attraverso le strategie dell’educazione basata sul luogo, in ambienti caratterizzati dalla compresenza di elementi naturali e antropici. In particolare, si sostiene che una progettazione didattica fondata su una conoscenza approfondita del territorio, realizzata con metodologie esperienziali e arricchita da conoscenze interdisciplinari, possa valorizzare non soltanto l’apprendimento letterario in ambito scolastico ma anche la consapevolezza culturale e ambientale degli allievi nei confronti dei luoghi da essi abitati. Alcune considerazioni teoriche sulla didattica della letteratura, fatte convergere con le intuizioni degli studi specialistici sull’educazione all’aperto e basata sui luoghi, sono dunque rintracciate negli esiti di un caso di studio sperimentale condotto presso una scuola secondaria di primo grado.

Recognizing the inherent value in outdoor play and learning for young children, we focused upon the practices and perspectives of adults at an early childhood center as the outdoor play areas were transformed into outdoor classrooms. A salient finding emerging from the data exhibited a gap between constructivist child-led theories of play and learning and the changing needs for greater adult-led learning in the altered outdoor environment. Disparate attitudes towards greater adult intervention in children’s play existed between parents, teachers, and administrators, as children and staff transitioned and acclimated to the new outdoor classroom. Using ethnographically grounded data collection, researchers interpret these findings to suggest that while teachers maintain a strong preference for child-led learning, the changing outdoor space requires increased adult-led activities and intentional environmental education goals and training.

In this study, we explored how high school students' participation in a local history research project about a historically Black cemetery in the Southeast United States contributed to their demonstration of historical empathy. Major findings show that students displayed historical empathy in research activities that occur beyond the traditional classroom through their examination of perspectives concerning representations of race and diversity in the social studies curriculum, the historical contexts about the impact of enslavement and Jim Crow segregation in their community, and affective connections they made to their identities as citizens. We recommend that future studies focus on how social studies teachers, community organizations, and other educational providers can collaborate to promote historical empathy in and outside of schools with equity frameworks and curricular initiatives such as the National Council for the Social Studies College, Career, and Civic Life (C3) Framework.

Purpose-We examined how high school students demonstrated historical empathy through conducting local history place-based research to create an exhibit and companion book about the impact of the COVID-19 pandemic on their community. The majority of existing historical empathy scholarship focuses on classroombased inquiry of historical events, people and time periods. We contend that broader examination of how historical empathy can be promoted beyond school-based instruction can contribute to the field by examining how student analyses of historical contexts and perspectives, and making affective connections to historical topics of study are needed when engaging in placed-based local history projects. Design/methodology/approach-Qualitative case study methodology was implemented for this study. A Likert-scale survey with a questionnaire was distributed to 30 high school study participants. Thirteen students gave follow-up interviews. Students' responses on the surveys, interviews and questionnaires were organized into three categories that aligned to the theoretical frameworkidentification of historical contexts of the sources that students collected, analysis of how contexts shaped the perspectives expressed in the collected sources and expression of reasoned connections between the students' emotions and experiences during the pandemic. A rubric was used to examine how students' writing samples and reflections reflected demonstration of historical empathy. Findings-Students responded that their local history research about the pandemic contributed to their displays of historical empathy. Students displayed weaker evidence of historical empathy while examining archival resources to explain the historical contexts of the pandemic. Student demonstration of historical empathy was stronger when analyzing community-sourced documents for perspectives and making reasoned affective connections to what they learned about the historical significance of the pandemic. The place-based aspects of this project were strongly connected to the students' engagement in historical empathy because the sources they analyzed were relevant to their experiences and identities as citizens in their community. Originality/value-Documenting the diverse human experiences during the COVID-19 pandemic is crucial to preserving the history of this extraordinary time. Every person around the globe experienced the pandemic differently, hence riding out the same storm in different boats. At some point, the pandemic will appear in historical narratives of the social studies curriculum. Therefore, now is an opportune time to ascertain whether place-based local history research about the contexts, perspectives and experiences of community members and children themselves, during the pandemic can foster historical empathy.

Please note that this version is not the 'version of record' submitted for publication in the Handbook of Social Justice in Education in 2026, but an expanded version with supplementary/additional content.

In an era marked by ecological collapse, social fragmentation, and ideological polarization, education must evolve beyond knowledge transmission to cultivate deep ecological and relational attunement. The epidemics of loneliness (Yang & Moorman, 2019), fear, and violence mirror the destruction of the ecosystems that sustain us. The violence that humanity enacts against nature reflects the xenophobic polity that promotes violence unto ourselves as beings and between humans (Daoudy, 2020). No wonder we are living through a mass extinction event (Kolbert, 2014).

This chapter explores the intersection of ecopedagogy, Nonviolent Communication (NVC), and psychological rewilding as a transformative framework for educators, therapists, community leaders, and others seeking to reclaim education as a pathway for planetary healing. These tools provide complementary ways to mend the disconnection between self, society, and Earth, offering an integrated curriculum of wholeness, reciprocity, and collective regeneration.

Ecopedagogy critiques anthropocentric and extractivist worldviews,
proposing an alternative vision of education that reconnects learners to Gaia—Earth as a living, dynamic system (Gadotti, 2008; Lovelock, 2000). Drawing from Freirean pedagogy (Freire, 1970), it expands literacy to include reading the world as an interdependent ecological system in which learners become agents of systemic transformation.

NVC, rooted in Rosenberg’s needs-based framework (Rosenberg, 2015; Sofer, 2018), dismantles patterns of epistemic and interpersonal violence, cultivating emotional intelligence, moral courage, and dialogical fluency. In the context of ecological education, it provides the tools to process eco-anxiety, navigate polarizing worldviews, and build coalitional movements grounded in empathy and deep listening.

Psychological rewilding, informed by ecopsychology, eco-spirituality, and Indigenous knowledge systems, restores the body and psyche as sites of knowing. Through somatic practices, ritual, and immersion in place, rewilding challenges the disembodied and mechanistic logics of colonial education and instead fosters a relational and participatory way of being.

By weaving these three frameworks together, this chapter proposes a regenerative educational model capable of addressing both the inner and outer dimensions of collapse. Rather than reinforcing neoliberal and patriarchal paradigms (Santos, 2018; Misiaszek, 2022), it cultivates what Epstein-HaLevi (2020) calls a beloved planetary community—one in which relational repair becomes the foundation for how we treat land, water, creatures, and each other.

Intended for practitioners and scholars in education, psychology, social work, and spiritual leadership, this chapter offers both theoretical grounding and practical pathways for embodying a pedagogy of planetary consciousness.

The emergence of critical geography in the late 1980s and early 1990s (Blomley 2006; Neely and Samura 2011) marked a turn not only in the study of human geography but also in the ways that scholars, activists, and community members across fields of study theorize and engage notions of space and place. Scholars across fields grappled with questions of identity, power, globalization, economic inequality, poverty, processes of decolonization, neocolonialism, and struggles for social change. Geographers were no different. In fact, geography became a key site for asking how material and social worlds were enmeshed in oppressive systems, and struggles for justice, via theories of space. Geographers and theorists such as

The objective of this study was to assess the influence of incorporating place-based education (PBE) into Social Studies lessons on the academic attainment and contentment of fourth-grade students. Employing a mixed-methods approach, the efficacy of this initiative was gauged through achievement tests, observations, and semi-structured interviews. Through cluster random sampling, 24 grade four students participated in four months of Social Studies instruction using the PBE method. Data derived from the learning achievement test underwent analysis involving mean scores, standard deviation, and the Wilcoxon signed-rank test. Concurrently, qualitative data from interviews and observations underwent content analysis. The analysis of pretest and post-test scores revealed a marked discrepancy between the post-test mean (x ̅ = 22.71) and the pretest mean (x ̅ = 18.63), signifying a substantial 4.08 mean difference. This pointed to a notable improvement in post-test scores in contrast to the pretest. Examination of qualitative data, framed by content analysis principles, demonstrated a noteworthy impact on students' contentment with their learning experiences. The study's findings highlight the potential of extending PBE implementation to other subjects, echoing its positive effects on students' educational engagement and satisfaction.

Poeta, catedrática, crítica literaria, promotora cultural y feminista, Gabriella Gutiérrez y Muhs es una de las más destacadas exponentes de la cultura chicana actualmente. Conversamos sobre las distintas realidades de las comunidades mexicanas y chicanas en Estados Unidos en la actualidad. Como docente universitaria, nos contó del impacto que tuvo la pandemia tanto en su labor académica como en su producción artística; de su visita a México a finales de 2022 y su perspectiva sobre la importancia de fomentar comunidades bilinguës, multiculturales y "bisensibles", citando al poeta chicano Tino Villanueva.

A popular government without popular information, or the means of acquiring it, is but a prologue to a farce or a tragedy, or perhaps both. —James Madison Since the rise of the Centre for Contemporary Cultural Studies in Birmingham England in the 1960s as well as in subsequent versions of cultural studies throughout the world, there has been a long-standing tradition of taking on the big issues of the era. The Birmingham School took on the assaults against working class culture by American and mass media culture. In this conjuncture, British cultural studies stressed the need for media literacy and critique, learning to read newspapers, TV news, advertisements, TV shows and the like just as one learns to read books (see Kellner, 1995). The project helped generate a media literacy movement, expanded the concept of literacy, and introduced a new, powerful dimension of pedagogy into cultural studies. Later, in the 1980s, British cultural studies took on the rise of Thatcherism and the ...