Abstract
In a globalized world of mass migrations and movements, education can provide a much-needed focus on understanding local place as part of the larger ecosystem we call our world. Local knowledge and understandings constitute the anchor from which students can begin to interpret and make sense of the world. In this context, it is valuable to engage in place-based learning that focuses on using local place, community, and environment as a beginning point for engaging in real-world disciplinary and community understandings. Drawing from actual fieldtrips with pre-service teachers at the National Institute of Education, this chapter brings together the perspectives of three teacher educators—from geography, history, and literature—to highlight how different disciplinary lenses and questions shape fieldtrips about the same location. Each disciplinary lens brings new understanding to place and adds to students’ layered sense of place. Such cross-disciplinary collaborations are necessary in our complex, interconnected world to help students gain holistic understanding of how place matters.
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Loh, C.E., Seow, T., Rajah, C. (2021). “A Sense of Place”: Understanding Fieldtrips Through Cross-Disciplinary Perspectives. In: Sim, T.Y., Sim, H.H. (eds) Fieldwork in Humanities Education in Singapore. Studies in Singapore Education: Research, Innovation & Practice, vol 2. Springer, Singapore. https://doi.org/10.1007/978-981-15-8233-2_16
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