Abstract
This article describes an experiment in learning with a course on “research and philosophies of place and space” in which students were repeatedly dislocated from an environment familiar to them and replaced in key locations about the city with local place experts as their guide. The article begins with a review of the meaning of place and the opportunities offered by the City of Kingston for reflective engagement. It briefly hints at some of the social trends devaluing place learning and the consequently political nature of this pedagogy. Finally, it summarizes the lessons learned in five of the ten classes.
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