This article makes theoretical links between place-based education and intergenerational learning supported by an analysis of data from an empirical study. The paper argues that school-linked place-based education does more than provide opportunities for intergenerational practice; it is founded upon and requires the on-going production of relations between adults and children within and through place-change processes. The implications for place-based education theory and school-linked practice are explored.
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Mannion et al. (2011) studied this question.