Reflections on place, Place-Based Education and Wild Pedagogies in Denmark: A Schooner Project

Karen Bjerg Petersen

doi:10.26522/jiste.v25i1.3657

Abstract

   Based on philosophical reflections on the concepts of place, place-based education, wild pedagogies and outdoor schooling in Denmark, the article presents and reflects upon selected results from a three-year accompanying qualitative research conducted in connection with a project for underserved young people and students. Approximately 40 participants aged 14-29 with social, personal, relational and/or substance abuse problems were enrolled as crewmembers on a schooner in periods ranging from a few weeks to six to eight months during the project’s three-year duration. The results indicate that place, nature, an extended stay and the relationship competency of the crew are all factors that can have a positive and transformative impact on participants, supporting their efforts to get “on an even keel” - to use a maritime expression that alludes to keeping a vessel’s keel steady, assuring smooth sailing.  

Highlights

On March 15, 2021, a class of Danish grade seven students met with their biology teacher outside the Planetarium, located by the lakes in Copenhagen, for their face-to-face lesson in many months (Jensen, 2021)
Drawing on an accompanying research on underserved young people’s participation in a Danish three-year “place-based” project on a schooner, I will discuss some of the results in relation to the notions of place-based learning and wild pedagogies
The Danish project for underserved and disadvantaged students and dropouts described in this article reflects intentions found in approaches like place-based education and wild pedagogies and mirrors the philosophical approach to “place” described by Casey

Summary

Introduction

On March 15, 2021, a class of Danish grade seven students met with their biology teacher outside the Planetarium, located by the lakes in Copenhagen, for their face-to-face lesson in many months (Jensen, 2021). Drawing on an accompanying research on underserved young people’s participation in a Danish three-year “place-based” project on a schooner, I will discuss some of the results in relation to the notions of place-based learning and wild pedagogies.

Results

Conclusion