A contribution from Haida Gaede, FEELed Lab Associate Researcher for the ALT-2040 Project, which also includes researchers Natalie Forssman, Daisy Pullman, Astrida Neimanis and past contributors Madi Donald and Emilie Ovenden. Read more here.
“Just as ecosystems thrive on diversity and respect for resources, we should look toward diversity as an enhancement to environmental education and advocacy.”
Leah Tomas, The Intersectional Environmentalist: How to Dismantle Systems of Oppression to Protect People + Planet
My initial experiences with place-based education conjured visions of learning in “the great outdoors” – green or blue spaces seemingly untouched by human intervention. However, this narrow definition fails to acknowledge the rich array of environments and diverse lived experiences of individuals in our community. Indeed, many folks with marginalised identities face barriers that limit their engagement with traditional outdoor settings. The conversations and connections I’ve made during the course of this project have revealed ways place-based education can thrive in any diverse setting, be it urban areas, cultural sites, community spaces, or even virtual realms. Our lived experiences shape the environments we interact with, and by embracing the diversity of those experiences, we stand to gain a deeper understanding of “place” itself.
While inclusion is crucial, I have also been contemplating ways to go beyond inclusion in place-based education toward cultivating an atmosphere of belonging in the learning environment. Inclusion focuses on providing access and opportunities. Building on that, belonging emphasises that individuals feel seen, heard, and valued. Establishing safe spaces that prioritise psychological, physical, and emotional well-being is essential to achieving this.
The co-creation and facilitation of workshops with the FEELed Lab team has reiterated for me how vital it is to build shared learning experiences on a foundation of various physical, psychological, and emotional access points (rather than tacking on accommodations after the fact, as is often the case in course-design) in order for participants to feel safe to express themselves authentically and to fully engage in the learning process.
In the manner that biodiversity is an indicator of a healthy and thriving ecosystem, diversity is not just an enhancement but a necessity to building communities of learning where everyone can feel valued. By expanding our definition of place, acknowledging diverse lived experiences, and prioritising belonging and safety, we can enrich our understanding of the intricate relationships between people and their surroundings and work towards a more inclusive and sustainable future.
The FEELed lab 