From Port and Prairie: Exploring the Impact of Place-Conscious Pedagogy on Student Agency

Darron Kelly, Sharon Pelech


Findings are presented from a study of student agency in the context of place-conscious pedagogy in the Canadian provinces of Newfoundland and Labrador and Alberta. Student agency encompasses self-motivated curricular learning, self-determination in the successful attainment of personal objectives, and enhanced willingness to address societal issues. Its pedagogical view is that students who actively participate in understanding and shaping the world around them learn to recognize their potential as agents of personal and social change. Place-conscious pedagogy uses the local community and environment as focal points for teaching. Our co-exploration of place-conscious pedagogy and student agency follows two interrelated questions: what practices do place-conscious teachers offer students; and how do these teachers understand the impact of place-conscious pedagogy on student agency?  Semi-structured interviews with classroom teachers and photographic documentation of teaching practices are used to explore these questions. Findings will assist ministries of education, school divisions, teacher education programs, and classroom teachers to enhance student agency. Findings will also contribute to development of more culturally and environmentally engaged youth by recognizing and supporting teachers who are committed to the educational value of place and local awareness.

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Euro-JCS is indexed in CAPES/QUALIS (Category: Education |  Classification: B3)

ISSN: 2182-7168



Associação Portuguesa de Estudos Curriculares (NIPC: 506240061)

Instituto de Educação da Universidade do Minho, Campus de Gualtar, 4710-057 Braga, Portugal

The journal is associated with the European Association of Curriculum Studies.