Field-Based Experiential Education in Geography: Discovering and Rethinking Urban Environmental Challenges and Possibilities

Autor/inn/en	MacKay, Carley; Tran, Kim; Lunstrum, Elizabeth
Titel	Field-Based Experiential Education in Geography: Discovering and Rethinking Urban Environmental Challenges and Possibilities
Quelle	In: Journal of Geography, 120 (2021) 2, S.61-71 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1341
DOI	10.1080/00221341.2020.1862896
Schlagwörter	Field Trips; Experiential Learning; Geography Instruction; Urban Environment; Urban Problems; Sustainable Development; Conservation (Environment); Ecological Factors; Social Justice; Political Issues; Indigenous Knowledge; Racial Factors; Consciousness Raising; Community Organizations; College Students; Foreign Countries; Canada (Toronto) + Suchen Sie Ihr Suchwort? Exkursion; Experiental learning; Erfahrungsorientiertes Lernen; Geography education; Geography lessons; Geografieunterricht; Stadtökologie; Nachhaltige Entwicklung; Conservation; Environment; Konservierung; Bewahung; Umwelt; Ökologischer Ansatz; Soziale Gerechtigkeit; Politischer Faktor; Bewusstseinsbildung; Collegestudent; Ausland
Abstract	Drawing on our experience teaching a 2-week field-based geography course on urban environmental issues, we reinforce the value of field-based experiential education (EE) especially as it faces growing threats. We show how such experience can enable students to understand the diversity of urban environmental challenges in situ; grasp cities as sites of environmental sustainability; understand the innovative ways local organizations and actors -- many of them Black, Indigenous, and People of Color -- are addressing these challenges; and feel empowered to take part in environmental stewardship. Focusing on course design and delivery, we additionally offer a blueprint for course replicability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01