Place-based Science Education in Urban Contexts

Background/Summary

It may seem counter-intuitive, but all urban locations also have a place-based history and modern context that can be investigated by learners. These spaces often have complex histories where there have been migrations of different people from diverse cultures interacting with the environment. Such socio-historical interactions and ecosystems can ground a community of diverse learners in investigations of modern phenomena that provide shared experiences and contexts for science learning. Many urban students experience deficit views of where they live and their communities (e.g., poor, blighted, uncaring) and can come to think of themselves this way. Place-based education in an urban context can give youth the power and knowledge to author their own stories about their community that focus on community resilience, strengths, and wisdom. In such stories, youth leaders and community members are the heroes. When students internalize such stories, their self-concept can be transformed. 

Indigenous Place-based Connections

• Connect urban place-based to indigenous knowledge systems and practices
• Learn history and meaning of place names, street names, and local indigenous and introduced species

Questions for Consideration

• What place names are around in your region? Whose voices are being privileged?
• What about the curriculum you use? What names or language is dominant?
• What histories are heard? What is missing? What histories and people have been erased? 

Further Reading/Resources

• If you are crafting narratives about Indigenous history, presence, and cultural resurgence, this Ally report from the Reclaiming Native Truth project would be useful.