Bringing School to Life: Place-Based Education Across the Curriculum By Sarah K. Anderson

  • Beatriz Asfora Galuban


Place-based education is often regarded by educators in the field as an alternative form of learning in schools. It is antithetical to the textbook learning model. This model is where teachers introduce geography or science through pretty pictures of faraway places, but ignore the tangible beauty of the material world, at times even as it is locally located in the school yard or community environment (Sobel, 2004, p. 5).

Unlike the traditional text-book method of learning, place-based education emphasizes hands-on experiences while connecting children to their neighbourhoods, communities, and ecologies (Anderson, 2017, p. 1). The work of the French philosopher Gilles Deleuze is cited and often interpreted in the field of education as a way of enhancing or justifying alternative curricula in art in particular, as well as other classroom subjects. Many of Deleuze’s concepts are applied to the classroom in reference to how they should function, how curricula should be organized, and how children and teachers should interact. Whilst art education in particular is saturated with Deleuzian themes and concepts, I have found through my own research that place-based educational texts, albeit extensively practical, lack any mention of Deleuze or his ideas to either enhance or justify the use of it in schools.

This surprises me...