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Around the globe people are confronted daily with intransigent problems of space and place. Educators have historically called for place‐based or place‐conscious education to introduce pedagogies that will address such questions as how to develop sustainable communities and places. These calls for place‐conscious education have included liberal humanist approaches that evolved from the work of Wendell Berry (Ball place learning is local and embodied; and deep place learning occurs o in a contact zone of contestation. These principles give rise to new emergent arts‐based methodologies for developing and practising place‐responsive pedagogies.
Margaret Somerville (Thu,) studied this question.