Puke Ahu: articulating a place-based,university campus identity

Universities in Aotearoa New Zealand are public institutions established on lands purchased or acquired by government since 1869. As particular sites in the built landscape, they each carry a history and geography. A project at Massey University’s Wellington campus seeks to open-up diverse identifications with the ‘place’ of the campus and has produced resources, established fora, and built relationships that differently recognise aspects of place and identity. The Pākehā authors reflect on the theoretical frameworks that have influenced their work on the project including geography, critical pedagogy, and discourse theory. As Pākehā academics engaging with the indigenous history of the land through which they work, the authors discuss the implications of this knowledge and the difficulties and responsibilities of working in a project that seeks emancipatory outcomes.     

Internationalising colleges of education through the dialectic of the global and the local? A perspective and possible pathways from the American South

Most schooling disproportionately emphasises national affairs at the expense of more global and local phenomena. Students’ resulting nation bias can be resituated both internationally and more locally by integrating internationalisation policies with place-based education approaches, which help to illuminate these different levels and, particularly, the extensive and complex interconnections between them. This task is particularly critical for colleges of education, where higher education internationalisation policies have the greatest potential to expand the perspectives of public school students. This article uses three cases drawn from the authors’ teaching and local service initiatives to illustrate the educational potential for future teachers and school administrators of working to broaden students’ perspectives through a ‘dialectic of the global and the local’.     

The Teachers’ Page

Place-based education is a growing trend in education. This article defines place-based education and briefly examines its use across the disciplines. So as to better understand the wider concept, meanings of the geographical term place are analyzed. Place-based education in a social studies classroom is examined using two hypothetical scenarios, demonstrating that place-based education is indeed appropriate in the social studies.