The places of pedagogy: or, what we can do with culture through intersubjective experiences

Abstract

Beginning by highlighting considerations of the intersections among social and ecological issues and the recent diversification of critical pedagogy, this paper suggests means by which approaches such as Gruenewald’s (2003) “critical pedagogy of place” can be expanded to accommodate a broader range of possible places of pedagogy. The paper is centrally concerned with what happens when we consider socio-ecological learning, not as occuring via cognitive critique or embodied place-based experience, but rather as taking place in between the thought and the sensed via a range of intersubjective experiences. It suggests that these intersubjective locations that comprise the “where” of the learnin..