20
of a place?
What is the
A place-responsive pedagogy project on critical outdoor learning & climate resilience
#prp
#outdooreducation
#outdooreducation
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The research project “Place-Responsive Pedagogy: Education for Climate Resilience” is funded by the University of Oulu International Strategic Partnership Development Scheme for the period from Mar to Dec 2025. It aims to develop collaboration between the University of Oulu (Finland) and the University of Cumbria (UK) in the field of outdoor environmental education. Through work with place-responsive methods such as multispecies ethnography, climate storytelling, countermapping, and walking-based inquiry, researchers and intern students ask:
Stemming from Critical Pedagogy of Place (Greunewald, 2003a), place-responsive pedagogy is an educational approach that is informed by relational ontologies, and in which teachers and learners engage in and with particular places (natural-cultural) in non-anthropocentric manner. In other words, places are not merely seen as human settings, but as active participants in learning and life's becoming. In this pedagogy, the place’s ecological, historical, and cultural dimensions inform inquiry; learners respond to what emerges in/with the place; curriculum unfolds in dialogue with the place; and the human–place relationship is foregrounded, with attention to reciprocity, embodied experience, and critical reflexivity.
  • How can place-responsive pedagogy (PRP) and critical outdoor education (OE) support educators in anticipating and responding to climate crises?
  • How to decenter human perspectives and engage with more-than-human agencies?
  • What are the avenues for rethinking educational policies and integrating place-responsive pedagogy across curricula in formal education systems?
About
Definition
*According to scientists, chicken bones, along with the widespread presence of plastic, could mark the Anthropocene, the era defined by humanity’s impact on the planet.

1990's

Existing research

  1. Theobald, P. (1997). Teaching the commons: Place, pride, and the renewal of community. Westview Press.
  2. Somerville, M. (1999). Body/landscape journals. Spinifex Press.

References

2000's
  1. Cameron, J. I. (2003). Educating for place responsiveness: an Australian perspective on ethical practice. Ethics, Place & Environment, 6(2), 99–115. https://doi.org/10.1080/1366879032000130759
  2. Gruenewald, D. A. (2003a). The best of both worlds: A critical pedagogy of place. Educational Researcher, 32(4), 3–12. https://doi.org/10.3102/0013189X032004003
  3. Gruenewald, D. A. (2003b). Foundations of place: A multidisciplinary framework for placeconscious education. American Educational Research Journal, 40(3), 619–654. https://doi.org/10.3102/00028312040003619
  4. Sobel, D. (2004). Place-based education: A guide to locally focused teaching. Orion Society.
  5. Stewart, A. (2004). Decolonising encounters with the Murray River: Building place responsive outdoor education. Australian Journal of Outdoor Education, 8(2), 46–55.
  6. Gruenewald, D. A. (2005). Accountability and collaboration: Institutional barriers and strategic pathways for place-based education. Ethics, Place, and Environment, 8(3), 261–283.
References
2010's
References
  1. Somerville, M. J. (2010). A place pedagogy for “global contemporaneity.” Educational Philosophy and Theory, 42(3), 326–344. https://doi.org/10.1111/j.1469-5812.2008.00423.x
  2. Wattchow, B., & Brown, M. (2011). A pedagogy of place: Outdoor education for a changing world. Monash University Publishing.
  3. Brown, M. (2012). A changing landscape: Place responsive pedagogy. In D. Irwin, J. Straker & A. Hill (Eds.), Outdoor education in Aotearoa New Zealand: A new vision for the twenty first century (pp. 104–124). CPIT.
  4. Brown, M. (2013). Teacher perspectives on place-responsive outdoor education. Set: Research Information for Teachers, 2, 3–10. https://doi.org/10.18296/set.0356
  5. Greenwood, D. A. (2013a). A critical theory of place-conscious education. In R. B. Stevenson, M. Brody, J. Dillon, & A. E. J. Wals (Eds.), International handbook of research on environmental education (pp. 93–100). Routledge.
  6. Greenwood, D. A. (2013b). What is outside of outdoor education?: Becoming responsive to other places. Educational Studies, 49(5), 451–464. https://doi.org/10.1080/00131946.2013.825261
  7. Mannion, G., Fenwick, A., & Lynch, J. (2013). Place-responsive pedagogy: Learning from teachers’ experiences of excursions in nature. Environmental Education Research, 19(6), 792–809. doi:10.1080/13504622.2012.749980
  8. Clarke, D. A. G., & Mcphie, J. (2014). Becoming animate in education: Immanent materiality and outdoor learning for sustainability. Journal of Adventure Education and Outdoor Learning, 14(3), 198–216. https://doi.org/10.1080/14729679.2014.919866
  9. Mannion, G., & Lynch, J. (2015). The primacy of place in education in outdoor settings. In B. Humberstone, H. Prince, & K. A. Henderson (Eds.), Routledge international handbook of outdoor studies (pp. 85–94). Routledge.
  10. Clarke, D. A., & Mcphie, J. (2016). From places to paths: Learning for sustainability, teacher education, and a philosophy of becoming. Environmental Education Research, 22(7), 1002–1024. https://doi.org/10.1080/13504622.2015.1057554
  11. Greenwood, D. A. (2016). Creative tensions in place-conscious learning: A triptych. Journal of the Canadian Association for Curriculum Studies, 13(2), 10–19. https://doi.org/10.25071/1916-4467.40279
  12. Tooth, R., & Renshaw, P. (Eds.) (2017). Diverse pedagogies of place: Educating students in and for local and global environments. Routledge Taylor & Francis Group. https://doi.org/10.4324/9781315695389
  13. Stevenson, R. B., Mannion, G., & Evans, N. (2018). Childhoodnature pedagogies and place: An overview and analysis. In A. Cutter-Mackenzie-Knowles, K. Malone, & E. Barratt Hacking (Eds.), Research handbook on childhoodnature (pp. 1–21). https://doi.org/10.1007/978-3-319-67286-1_76
  14. Stewart, A. J. (2018). A Murray Cod assemblage: Re/considering riverScape pedagogy. The Journal of Environmental Education, 49(2), 130–141. https://doi.org/10.1080/00958964.2017.1417224
  15. Tooth, R., & Renshaw, P. (2018). Children becoming emotionally attuned to “nature” through diverse place-responsive pedagogies. In A. Cutter-Mackenzie-Knowles, K. Malone, & E. Barratt Hacking (Eds.), Research handbook on childhoodnature (pp. 122). Springer International Handbooks of Education. https://doi.org/10.1007/978-3-319-67286-1_77
  16. Greenwood, D. A. (2019). Place, land, and the decolonization of the settler soul. The Journal of Environmental Education, 50(4–6), 358–377. https://doi.org/10.1080/00958964.2019.1687412
  17. Mannion, G. (2019). Re-assembling environmental and sustainability education: Orientations from new materialism. Environmental Education Research, 26(9–10), 1353–1372. doi:10.1080/13504622.2018.1536926
  18. Mcphie, J., & Clarke, D. A. G. (2019). Post-qualitative inquiry in outdoor studies: A radical (non-)methodology. In B. Humberstone & H. Prince (Eds.), Research methods in outdoor studies (pp. 186–195). Routledge Advances in Outdoor Studies Series. Routledge, Taylor & Francs.
Stevenson, R. B., Mannion, G., & Evans, N. (2018). Childhoodnature pedagogies and place: An overview and analysis. In A. Cutter-Mackenzie-Knowles, K. Malone, & E. Barratt Hacking (Eds.), Research handbook on childhoodnature (pp. 1–21). https://doi.org/10.1007/978-3-319-67286-1_76
2020's
  1. Jukes, S., & Reeves, Y. (2020). More-than-human stories: Experimental co-productions in outdoor environmental education pedagogy. Environmental Education Research, 26(910), 1294–1312. https://doi.org/10.1080/13504622.2019.1699027
  2. Fenton, L., Playdon, Z., & Prince, H. E. (2022). Bushcraft education as radical pedagogy. Pedagogy, Culture & Society30(5), 715-729. https://doi.org/10.1080/14681366.2020.1864659
  3. Mcphie, J., & Clarke, D. A. G. (2020). Nature matters: Diffracting a keystone concept of environmental education research—just for kicks. Environmental Education Research, 26(9–10), 1509–1526. https://doi.org/10.1080/13504622.2018.1531387
  4. Stewart, A. (2020). Developing place-responsive pedagogy in outdoor environmental education: A rhizomatic curriculum autobiography. Springer.
  5. Renshaw, P. D. (2021). Feeling for the Anthropocene: Placestories of living justice. Australian Educational Researcher, 48(1), 1–21. https://doi.org/10.1007/s13384-021-00433-z
  6. Riley, K. (2021). Postcolonial possibilities for outdoor environmental education. In G. Thomas, J. Dyment, & H. Prince (Eds.), Outdoor environmental education in higher education (pp. 225–234). International Explorations in Outdoor and Environmental Education, Volume 9. Springer. https://doi.org/10.1007/978-3-030-75980-3_19
  7. Stewart, A., Jukes, S., Mikaels, J., & Mangelsdorf, A. (2021). Reading landscapes: Engaging with places. In G. Thomas, J. Dyment, & H. Prince (Eds.), Outdoor environmental education in higher education (pp. 201–213). International Explorations in Outdoor and Environmental Education, Volume 9. Springer. https://doi.org/10.1007/978-3-030-75980-3_17
  8. Wattchow, B. (2021). Place-responsiveness in outdoor environmental education. In G. Thomas, J. Dyment, & H. Prince (Eds.), Outdoor environmental education in higher education (pp. 101–110). International Explorations in Outdoor and Environmental Education, Volume 9. Springer. https://doi.org/10.1007/978-3-030-75980-3_9
  9. Vladimirova, A. (2022). Treat me as a place: On the (onto)ethics of place-responsive pedagogy. Educational Philosophy and Theory, 55(11), 1268–1284. https://doi.org/10.1080/00131857.2022.2130755
  10. Vladimirova, A. (2023). Body as a response of a place. Postqualitative inquiry into outdoor education [Doctoral dissertation]. University of Oulu. https://urn.fi/URN:ISBN:9789526237152
  11. de Groot, T., Arenberg, A., Fountoulaki, M., & others. (2025). Co-creating transdisciplinary place-responsive pedagogy: Attuning to place and edu-crafting speculative higher education. Humanities and Social Sciences Communications, 12, 1045. https://doi.org/10.1057/s41599-025-05352-3
References
Methods
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Students’ works
Janine Marie Knauerhase
Celine Okata
Irene Agudu
Maja Musialowicz
/1.1
/2.1
Nonhuman photography
Climate storytelling
Aisha Khan
/3.1
Nonhuman photography
/1.2
Multispecies mapping
/2.2
Walking with sky
“After exactly 1 month of anticipation, I lifted the woods and stones. In and under the stones, I had unintentionally created a perfect breeding spot for ants, who in return have created something that to my human eyes, is a piece of geometrical art.”
The picture of the sheep was taken without their consent. Hence, the blur.
The sky is differentiating.
Bumblebees’ bodies found after the unexpected heatwave in Oulu in July 2025.
/4.1
Refusal & resistance
“This tree was cut, yet new branches and leaves sprouting and growing from the trunk.”
Mie Mo
/5.1
Climate storytelling
“One of my strongest childhood memories is from around 2006, when I was in primary school. That was when the government began to take over farmland near our home for urban development. At that time, there were still many fields and tall trees around. In summer, the shade under those trees was cool and refreshing. We used to catch cicadas and other insects there. But after the land was taken, the green areas started to disappear. Concrete buildings replaced the fields, and roads and high-rise apartments were built.”
/6.1
Refusal & resistance
Multispecies mapping
/8.2
The willow grouse’s loud resistance: it continues its call against the flow of hikers on the popular route in Norway, asserting its presence, territoriality, and unsettling the human exploratory use of the trail.
Iita Pyhtilä
/7.1
Countermapping
“My map reflects the places that I forage or grow food (intentionally) in Oulu. Politics of foraging and indigenous knowledge.”
Getting lost
/8.1
“The freedom of getting lost is a privilege.”
/7.2
“I took a different path out from my garden plot, and went into the forest. The further in I went, the less prominent the path became.

I found some raspberry bushes, and traded the rest of my water for some.”
Getting lost
“A once familiar place” is mapping the paper with stones, and leaves, and bark.
Sound piece made through the image-to-sound programme. The sound is cracking towards the end where the urbanisation is taking over the land.
Zilun Liu

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Ambleside
Oulu
/Aug'25
/Oct'25
Blog
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Article

Based on the project’s activities, together with students we will collectively write an article titled Policies for practising Environmental Education with place-responsive pedagogy. It will be submitted to the Special Issue for Policy Futures in Education with a call “Configuring policy for the posthuman, postqualitative education era: Indeterminant uncertainties and artful approaches”. Publication is expected in the second half of 2026.

This article will explore curriculum approaches and their policies that can produce curriculum as practices through a place-responsive and site-sensitive lens. Rather than preparing policy that enables curriculum as a static body of environmental knowledge or a universal framework for behaviour change, policy approaches would view and require curriculums as a dynamic, situated practice that emerges from entanglements between people, places, more-than-human others, and material conditions (Stewart, 2020; Mannion, 2019).
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