Sense of place
The purpose of this study was to explore the phenomenon of sense of place and its relationship to well-being as experienced through place-based learning (PBL). Genuine relationships with places can be disadvantaged by the perpetuation of idealized and romanticized notions of places as seen in tradit...
Main Author: | |
---|---|
Format: | Thesis |
Language: | English |
Published: |
Electronic version published by Vancouver Island University
2021
|
Subjects: | |
Online Access: | https://dx.doi.org/10.25316/ir-16226 https://viurrspace.ca/handle/10613/24399 |
id |
ftdatacite:10.25316/ir-16226 |
---|---|
record_format |
openpolar |
spelling |
ftdatacite:10.25316/ir-16226 2023-05-15T16:16:47+02:00 Sense of place Edwards, Spencer L. 2021 text application/pdf https://dx.doi.org/10.25316/ir-16226 https://viurrspace.ca/handle/10613/24399 en eng Electronic version published by Vancouver Island University Place-based education Text Thesis article-journal ScholarlyArticle 2021 ftdatacite https://doi.org/10.25316/ir-16226 2021-11-05T12:55:41Z The purpose of this study was to explore the phenomenon of sense of place and its relationship to well-being as experienced through place-based learning (PBL). Genuine relationships with places can be disadvantaged by the perpetuation of idealized and romanticized notions of places as seen in traditional place-based programs. The researcher sought to answer the following question: What is the essence of experiencing a sense of place in relationship to place-based learning and eudaimonic (as opposed to hedonistic) well-being? The researcher’s source of data was five semi-structured, virtual interviews via Zoom of purposively selected participants. Participants were members of the local Haisla First Nations community, as well as a non-Indigenous, long-term resident of the local area, and a more recent non-Indigenous immigrant to the area. An inductive analysis of the data revealed three themes relating to sense of place: 1) Transformation; 2) Temporality; 3) Self. Themes revealed the significant positive transformations that are possible in relationship to sense of place, and the often profound effect this has on well-being and sense of self. This study illustrates the need for authentic place-based programs in education that allow students to reach a sense of place through more holistic ways of knowing, including the possibilities of relating to Indigenous ways of knowing. Advocating for such a re-imagined education is tempered by a consideration of the work that still needs to be done towards inculcating a shared understanding of holistic and spiritual development. Thesis First Nations DataCite Metadata Store (German National Library of Science and Technology) Haisla ENVELOPE(-128.649,-128.649,53.980,53.980) |
institution |
Open Polar |
collection |
DataCite Metadata Store (German National Library of Science and Technology) |
op_collection_id |
ftdatacite |
language |
English |
topic |
Place-based education |
spellingShingle |
Place-based education Edwards, Spencer L. Sense of place |
topic_facet |
Place-based education |
description |
The purpose of this study was to explore the phenomenon of sense of place and its relationship to well-being as experienced through place-based learning (PBL). Genuine relationships with places can be disadvantaged by the perpetuation of idealized and romanticized notions of places as seen in traditional place-based programs. The researcher sought to answer the following question: What is the essence of experiencing a sense of place in relationship to place-based learning and eudaimonic (as opposed to hedonistic) well-being? The researcher’s source of data was five semi-structured, virtual interviews via Zoom of purposively selected participants. Participants were members of the local Haisla First Nations community, as well as a non-Indigenous, long-term resident of the local area, and a more recent non-Indigenous immigrant to the area. An inductive analysis of the data revealed three themes relating to sense of place: 1) Transformation; 2) Temporality; 3) Self. Themes revealed the significant positive transformations that are possible in relationship to sense of place, and the often profound effect this has on well-being and sense of self. This study illustrates the need for authentic place-based programs in education that allow students to reach a sense of place through more holistic ways of knowing, including the possibilities of relating to Indigenous ways of knowing. Advocating for such a re-imagined education is tempered by a consideration of the work that still needs to be done towards inculcating a shared understanding of holistic and spiritual development. |
format |
Thesis |
author |
Edwards, Spencer L. |
author_facet |
Edwards, Spencer L. |
author_sort |
Edwards, Spencer L. |
title |
Sense of place |
title_short |
Sense of place |
title_full |
Sense of place |
title_fullStr |
Sense of place |
title_full_unstemmed |
Sense of place |
title_sort |
sense of place |
publisher |
Electronic version published by Vancouver Island University |
publishDate |
2021 |
url |
https://dx.doi.org/10.25316/ir-16226 https://viurrspace.ca/handle/10613/24399 |
long_lat |
ENVELOPE(-128.649,-128.649,53.980,53.980) |
geographic |
Haisla |
geographic_facet |
Haisla |
genre |
First Nations |
genre_facet |
First Nations |
op_doi |
https://doi.org/10.25316/ir-16226 |
_version_ |
1766002631751237632 |