Exploring the evidence-base: Place-based and community curriculum making

This article has been published as part of the Rethinking Curriculum project, kindly funded by The Helen Hamlyn Trust.

By Jenna Crittenden, Curriculum Design Lead at The Chartered College of Teaching and Beth O’Brien, Education Content Manager at The Chartered College of Teaching 

What is a place-based curriculum?

Place-based education and place-based learning are used interchangeably as umbrella terms for approaches that prioritise experiential, community-based and contextual learning with an aim to develop connectivity with local context, culture and environment (Gruenewald, 2003; Smith, 2002; Sobel, 2004; Orr, 2013). A place-based curriculum emphasises the connection between the learning process and the physical place in which teachers and students are located (Yemini et al., 2022). What differentiates place-based education from other approaches is ‘its explicit focus on both human and natural environments and its concern with equity and social justice issues, as well as the environment’ (Smith, 2017).

It is also important to recognise that the term ‘place’ goes beyond the geographical locality of the school (Israel, 2012). Indeed, McInerney et al. (2011) stress that place-based education is not limited to immediate locality, rather in learning about the school community, students should be encouraged to make links and build connections with regional, national and global concerns and concepts. Bowers (2008, p. 196) also emphasises the importance of recognising ‘cultural commons’, acknowledging the ‘intergenerational knowledge, skills and systems of mutual support’ that exist in local communities and integrating these into the curriculum to further develop a sense of self within and beyond the community. Grounding learning in this broad notion of ‘place’ encourages students to develop an understanding of themselves, their locality and the wider world around them. 

Why is place-based curriculum development important?

Adopting a place-based approach is shown to ‘increase engagement, learning outcomes and community involvement’ (Vander Ark et al., 2020, p. 2). It can also be attributed to ‘a greater attachment to local community and context while allowing students to become proactive investigators of the multiple environments, cultural, ecological, social, political, economic, in which they both learn and live’ (Yemini et al., 2022, p. 1). Indeed, Connolly (1999) researched the impact of curricular choices on under-represented groups, specifically the LGBQT community, and found that when curriculum raises awareness and demonstrates to members of that community their importance in society, it has the ‘potential to create academic environments that are safe and inclusive for all students’ (p. 126).

How does place-based education fit into our current system?

The primary national curriculum in England opens with guidance about how schools should use the extensive document. More specifically, in Section 2, it states that:

‘Every state-funded school must offer a curriculum which is balanced and broadly based and which: 

• promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society
• prepares pupils at the school for the opportunities, responsibilities and experiences of later life’.

                                                                                                                                                                                      (DfEDepartment for Education - a ministerial department responsible for children’s services and education in England, 2013: p. 5)

The national curriculum also makes explicit references (both statutory and non-statutory) to integrating the school’s locality into the teaching of science, geography and history (DfE, 2013). 

A place-based curriculum gives various opportunities to develop the above and therefore can sit as a holistic approach to the delivery of the curriculum in school, rather than as an ‘additional’ offer. 

Why is it important for the school and community?

Jennings et al. (2005) state that at the heart of a place-based approach is an attempt to re-establish a strong community. Indeed, McInerney et al. (2011, p. 6) suggest that a place-based education can bring school and community together, breaking down the ‘isolation of school from life’. They go on to argue that in recent decades mandated national curriculums, prescriptive outcomes and standardised testing have made it challenging for schools to prioritise the local context within the formal curriculum offer. More recently, in the wake of the COVID-19 pandemic, there is widespread discussion about the role of the school in the community and the importance of (re)building this fundamental relationship (Yemini et al., 2022). A place-based education may provide an opportunity to (re)establish and/or (re)imagine the connection between school and place, offering a wealth of benefits and opportunities for both parties. 

Indeed, a place-based education can have long-term benefits for communities (McInerney et al., 2011). For example, place-based learning is shown to increase civic participation. Smith and Sobel (2010) demonstrate that this approach can encourage students to be active participants in their community, equipping them with the knowledge and tools to identify and act on issues in their locality. Studies show that it can have a particularly positive impact on developing environmental awareness in the community (Schild, 2016). Ultimately, if students are equipped to be more responsible citizens and individuals, they will add value to the community. 

Why is it important for the individual and society?

A place-based education is shown to have a wealth of benefits for the individual, including improving academic outcomes and fostering greater collaboration between peers (Yemini et al., 2022). It is also shown to be particularly advantageous for students from disadvantaged communities – Smyth et al. (2010) demonstrate that a place-based education can contribute to promoting student retention and engagement in geographically deprived areas. Place-based learning also provides opportunities for real-world application of knowledge. Smith (2002) cites Dewey in arguing that children learn best when they can apply their learning to ‘actual phenomena’ and experience (see also: Experiential learning toolkit). He considers that Dewey recognised a disconnect between school and the world and makes the case for connecting learning with and in life.

Studies also demonstrate that place-based learning can contribute to ‘softer outcomes’, including increasing students’ environmental awareness and harnessing a greater sense of social justice (Yemini et al., 2022). It is also shown to help develop a sense of identity and belonging in our increasingly complex and interconnected world (McInerney et al., 2011). Indeed, globalisation has arguably broadened our individual sense of ‘place’ – Kane et al. (2016) argue that individuals having connections further afield can often leave them feeling disconnected from their physical locality and community. McInerney et al. (2011) state the importance of a sense of place in developing an individual identity – children make sense of the world around them through the lens of the place they are connected to, enabling them to form attachments and social relationships. A place-based curriculum can support individuals to build an understanding of where they are and what the cultural and social dynamics of that place are like, as a means to cultivate a sense of identity and belonging. 

Challenges 

1. Time and resources

Significant time and resources are needed to develop the partnerships and stakeholder relationships within the community. Building relationships can require lengthy meetings (Lieberman and Hoody, 1998) and can involve time-consuming bureaucratic processes (Powers, 2004). The time given to the relationship development also tends to have minimal impact in the short term and this can be frustrating and potentially a factor that stops the work progressing. 

Developing any relationship often takes time and energy. School leaders should consider ways they can protect time for relationship development in their long-term curriculum plan. It is also important to remain mindful that curriculum change is a long-term endeavour, rather than stand alone intervention. Leaders are encouraged to support staff to do this effectively over time. Another way to build relationships is to invite the community into the school itself. For example, you may wish to invite community groups into the school to celebrate a local, regional or national event to begin building these partnerships. 

2. Planning

A further challenge in the busy lives of teachers can be the time needed to plan schemes of work around a bespoke locality. Place-based curricula are not widely available and often developed from scratch (Smith, 2002). However, there is rarely time, expertise and incentive to do this work. Our current education system tends to prioritise mandated knowledge and outcomes of standardised tests, leaving limited time and space to meaningfully integrate ‘the local’ into the curriculum offer (Yemini et al., 2022). There can also be feelings of apprehension around planning and delivering lessons outside the confines of the classroom, as well as dealing with potential safeguarding or security issues (Granit-Dgani, 2021). Teachers also may be new to the community tree or feel isolated from it, posing further challenges in delivering a broad and balanced place-based curriculum. Indeed, Smith (2007) asserts that relatively few teachers feel that they are ready for the significant responsibility of adopting this approach given the numerous constraints.

In order to overcome this, it is important to think of this curriculum development as a long-term project. Schools are not expected to undergo a wholesale change and rewrite their curriculum in one go. This could potentially reduce the chances of staff buy-in and lead to poorly executed planning. Instead, it is important to begin the process by reviewing your current curriculum and identifying opportunities for developing a sense of place. For example, in history, what local history do you cover in helping pupils understand history in their lifetime? In geography, how do you physically use your place when mapping skills are introduced? Schools may also consider asking parents, staff, governors, local religious and social groups and organisations to meet and discuss the vision for the curriculum to support the students’ understanding of their place. This may help to secure ‘buy-in’ and foster a collaborative and inclusive approach. Leaders are also advised to consider how they provide support and training for teachers embarking on this complex process (Miller and Twum, 2017), particularly those who may be new to the school and/or community. 

3. Local vs Global understanding

Some researchers outline the pitfalls of removing a global focus from the curriculum (McInerney et al., 2011; Nespor, 2008; Waite, 2013). However, others (Rizvi, 2009; Semken & Freeman, 2008) argue that outlining the importance of localised understanding builds understanding of wider global issues and, in turn, urgency in response. For example, developing understanding of the impact of global warming on crop growth in the UK can build a sense of connection and empathy for what is happening as a result of global warming in other parts of the globe. Demarest (2014, p. 1) supports this idea, writing that place-based curriculum design ‘includes connecting the curriculum to students’ outside-of-school lives, using local phenomena or issues to enhance students’ understanding’. As practitioners, it is therefore important to consider how we make explicit connections between the local and global within and beyond our formal curriculum.

Vander Ark et al. (2020) also highlight the need to explore pertinent global issues (e.g.equity, habitat protection or poverty) that the student body sees in the news regularly. They outline the importance of bringing these issues to the forefront – ‘when students start locally on a topic or issue of interest, they develop agency and compassion for the cause. When we then facilitate connections for them…they come to realize that they have real potential to make an impact’ (p. 65). However, McInerney et al. (2011) caution us of placing too much emphasis on what is wrong with our locality and, by extension, the wider world. Rather, they encourage us to consider how we celebrate, conserve and protect elements of our local and global contexts. 

4. Inclusivity

In a place-based curriculum, the aim is to represent and interrogate the whole ‘place’, including the many people, cultures and experiences that exist within it. However, in practice this can be challenging. There is always a risk of building a one-dimensional picture of a community, making those who ‘do not fit’ feel alienated and unwelcome. Similarly, while it is important not to solely focus on ‘what’s wrong’ in a given place, it is also crucial we do not try to ‘romanticise’ a ‘place’, recognising that students in any given classroom will have a diverse range of experiences in that community (McInerney et al., 2011 p. 10).

To overcome this, as practitioners, it is important to consider a broad and balanced approach to our cycles of learning, providing opportunities for critical reflection and recognising the diversityThe recognition of individual differences in terms of race, ethnicity, gender, sexual orientation, socio-economic status, physical ability, religious beliefs and other differences of thought and experience in your locality. It may be useful to consider how we might include the voices and experiences of all social, cultural and religious groups in our communities, and what we may need to refine and adapt to ensure this is done authentically. If we lack representation in our immediate community, there is a strong duty to ‘open the doors’ to enable your students to experience and learn from and with others. The curriculum should not just be ‘holding the mirror’ to what the school community sees each day. 

Implications for classroom practice

Place-based education can mean many different things to different people. As with any pedagogical approach, there are numerous ways in which it can be implemented, depending on the unique characteristics of the school context and/or students. Whether a community is diverse or homogenous, divided or united, the school leadership must feel empowered to design a curriculum for their setting and their circumstances, values and aims.

When thinking about implementing a place-based curriculum, it may be helpful to consider the following takeaways from the research findings to inform your approach:

• Consider how you define your ‘place’, remembering that this will go beyond the immediate physical locality, incorporating societal issues such as equity and social justice, cultural commonalities and/or differences, and connections with the regional, national and global. 
• Share the wealth of potential benefits of this approach with your staff teams – it can contribute to improved academic outcomes and engagement, enhance civic participation, environmental awareness and sense of belonging, and work towards fostering community cohesion.
• Reflect on why the local area is important, considering how you might hear from and incorporate the voices of students, parents, governors and community members/organisations in this discussion.
• Map out the local area and look for challenges and opportunities for learning that align and/or enhance your curriculum offer.
• Make time to meaningfully engage with potential partners, invite them into the school and discuss the curriculum’s intention. Be open to suggestions but ensure that their values align with the school’s.
• Scope out opportunities beyond the obvious and support staff to be involved in this process.
• Plan with partners and include clear timeframes and objectives. Commit to these by drawing up a partnership agreement with clear roles, responsibilities and expectations.
• Be mindful of the fact that designing and implementing a curriculum is a long-term endeavour. Ensure all teaching staff are well-prepared to engage in this complex process, and protect adequate time for planning and evaluation.
• Take a broad and balanced approach. Avoid ‘romanticising’ aspects of your locality, while also avoiding too much focus on it’s negative aspects. 
• Make explicit links between the local and global, to build empathy and understanding beyond the immediate geographical location.

References

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