Critical Pedagogy: Mindful Place Based Learning - Eco indigenous lens

I am considering the nuanced aspects of place-based learning. With new literacies as tools in mind, I am curious how art including photography & film, digital formats (blogging) can inform place-based learning. I find that place-based learning (PBE) is intersectional and can be a great application of mindful eco-indigenous modalities. It is environmentally and socially informed and can be liberatory. The concepts of PBE with new literacies should have a place at the table in "formal educational settings". I am widely interested in this topic for my work as an educator, especially with regards to the tools that I have learned in New Media and how they can be incorporated in place-based learning. Below is an annotated bibliography of information that has inspired me to look further into possibilities of critical pedagogy:

Eijck, & Roth, W.-M. (2010). Towards a chronotopic theory of “place” in place-based education. Cultural Studies of Science Education, 5(4), 869–898. https://doi.org/10.1007/s11422-010-9278-2

This article discusses new concepts related to chronotropic (time-space) place as has been theorized and offers place as dialectical and dialogical, providing indigenous orientation to PBE.

Deringer. (2017). Mindful Place-Based Education: Mapping the Literature. The Journal of Experiential Education, 40(4), 333–348. https://doi.org/10.1177/1053825917716694

"This literature review found that place-based education and mindfulness are closely linked, and that a mindful place-based pedagogy may help teachers and students experience place in a deeper way and think more critically about the societal norms and power structures that surround them."

Hamilton, & Marckini-Polk, L. (2023). The impact of place-based education on middle school students’ environmental literacy and stewardship. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2022.2163789

Kukahiko, E. (2021). Indigenous Education: New Directions in Theory and Practice. Journal of the Native American and Indigenous Studies Association [NAIS], 8(2), 202+. https://link-gale-com.library.esc.edu/apps/doc/A674226246/AONE?u=esc&sid=bookmark-AONE&xid=33c91346 

Louv, Richard, 2008. Last Child in the Woods: Saving our Children from Nature-deficit Disorder. Chapel Hill, NC: Algonquin Books.

    This book describes the lack of time spent outside in American society and its consequences in childhood and education spaces.  

Nichols, Howson, P. H., Mulrey, B. C., Ackerman, A., & Gately, S. E. (2016). Promise of place: Using place-based education principles to enhance learning. The International Journal of Pedagogy and Curriculum, 23(2), 27–41. https://doi.org/10.18848/2327-7963/cgp/v23i02/27-41

"The conceptual basis of place-based education is to use the physical, social, and cultural environment of the students to develop and enrich understanding of their world through intentional explorations".

Sloan, C. (2013). Transforming Multicultural Classrooms through Creative Place-Based Learning. Multicultural Education, Suppl.Special Issue: Sustainability education: a Multicultural..., 21(1), 26-32. http://library.esc.edu/login?url=https://www.proquest.com/scholarly-journals/transforming-multicultural-classrooms-through/docview/1648093654/se-2 

This article discusses how "Place-based pedagogy has the ability to assist learners from oppressed cultures in “linking place to cultural struggles and empowering diverse learners to name and transform, or decolonize, their own geographical situationality", discusses intergenerational learning. 

Smith, & Sobel, D. (2010). Bring it on home. Educational Leadership, 68(1), 38–.

    This article discusses the value place based education has on creating leadership qualities in children. 

Vander, A. T., Liebtag, E., & McClennen, N. (2020). The power of place: Authentic learning through place-based education. Association for Supervision & Curriculum Development.