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Educating for Radical Social Transformation in the Climate Crisis pp 119–151Cite as

Palgrave Macmillan

Thinking Through Places

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Part of the book series: Palgrave Studies in Education and the Environment ((PSEE))

Abstract

Formal education is often associated with a “taking out of place.” Environmental education, by contrast, embraces place as pivotal to developing effective education that can address environmental degradation and crisis, including the global climate crisis. However, there is considerable disagreement on how exactly place is important in education, and how place should be addressed within educational practice. To develop an effective engagement with place in climate change education, there is a need not just to understand the arguments for why a focus on place in education is important; but also the critiques of invocations of place in educational theory and practice. Place can be pivotal in climate change education, but only when considered within broader political, historical and global geographical contexts, and when relationships of reciprocity between human practice and experience, and nature and the non-human, are carefully and critically interrogated.

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    Stuart Tannock

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Tannock, S. (2021). Thinking Through Places. In: Educating for Radical Social Transformation in the Climate Crisis. Palgrave Studies in Education and the Environment. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-83000-7_5

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