Abstract
ABSTRACT Conventional educational research often sidelines the role of physical environments, viewing them merely as settings. This study challenges this notion by exploring the symbiotic relationship between a university theater group and an arboretum. Through empirical ethnographic analysis, we investigate creativity and placemaking, emphasizing collaborative dynamics between human and non-human elements. Our findings reveal how imaginative engagement and literacy practices forge new connections with the environment, enriching sensemaking. This highlights the potential of integrating literary practices with environmental interaction. By reconceptualizing place as both a creative partner and a learning facilitator, we advance placemaking theories and refine methodologies for research in place-based and more-than-human learning.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
