Curriculum Perspectives

, Volume 39, Issue 1, pp 91–96 | Cite as

Mapping points for a place-based pedagogy of practice

  • Katherine BatesEmail author
  • Mat Teudt
  • Jessica Collier
Point and counterpoint

A sense of place in the Australian curriculum

A sense of place emanates from direct personal lived experiences that is shaped consciously and subconsciously over time (Bates 2018; Chawla 2004). From a phenomenological viewpoint, this suggests that a people-place connection is formed as one enacts their lived experiences (Gendlin 2004). Building connectedness of this kind not only benefits an individual’s sense of self and others. It also encourages a sense of respect, and direction to care for the natural world (Mannion and Lynch 2016). With much of children’s lives spent in educational settings, immersive outdoor experiences in school settings make critical contributions to forming place connections (Mannion and Lynch 2016; Wattchow and Brown 2011).

The relatively new Australian Curriculum points for a pedagogy of practice that engages students with these valuable place-based immersions as they investigate and experience ‘place’ (ACARA 2018). In particular, the Geography aspect of...


Aboriginal perspectives Immersive pedagogy Mindfulness Sustainability 



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Copyright information

© Australian Curriculum Studies Association 2019

Authors and Affiliations

  1. 1.University of Technology SydneyUltimoAustralia
  2. 2.New South Wales Department of EducationBegaAustralia
  3. 3.Western Sydney UniversityBankstownAustralia

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