Curriculum of Place

Curriculum of place is a term that I have a hard time getting my head around.  To me those terms don’t just compute, I always have the instant image of curriculum as books, structure, constricting and very formal learning. Place in terms of curriculum is where the curriculum is used and imparted it is a school building.  So how can it can be “of place”

The article we read however makes sense of the term of “curriculum of place”.  After reading the article curriculum of place is more than something that is imparted somewhere.  Place, is somewhere that evokes emotion, that provides identity, it is remembering. Place is an important part of who we are.  How often do you identify yourself by where you are from, and when you remember “your” it evokes all kinds emotions and learning?

The reinhabitation that is talked about in the article, is about sharing those emotions, and recreating that identity that has been lost.  The authors are trying to accomplish this by connecting youth with the elders.  The elders, share their connection and identity to the place through stories as they travel down the river.  This gives the youth an idea of why this place is so important and helps them create an identity that includes the memories, traditions and place. How do we bring that into our classrooms since resources don’t allow us to take these types of trips and not one place, gives identity or evokes emotion in all?

I think the biggest thing we can do is to make time, in our busy days to listen to the stories the children want to tell us. Those stories give our students their identity and help them connect their “places”. We can also try to bring the place into our classrooms by creating an anti-bias place.  We can use different languages in addition to English to label things, we can play a wide variety of music from the cultures represented in our class, we provide books and materials that support the importance of “place”. We can change our teaching to support the different cultural ways of learning, becoming more inquiry or project based. We can bring in the Elders (from any culture) to share their stories, and traditions.  We can create of a classroom of appreciation for all places and ways of learning.


4 thoughts on “Curriculum of Place

  1. Hi Pam! I like how you explained the topic of reinhabitation and I definitely agree that it is all about sharing what is lost within time. I think that the way this river tour was conducted is also a very smart idea, as it was able to show the youth the place right there, along with helping them to gain knowledge while in the surroundings. I also think that it is extremely important for us to take the time and to address concepts such as place and make them a well known topic in the classroom!


  2. Hi Pam! I really enjoyed your post. You made great points, I really liked how you said we need to take time out of our busy lives to listen to our children’s stories which helps connect their identity to a place. Overall amazing points and blog!


  3. Hi Pam! I enjoyed reading your blog post. I really liked when you say that us teachers need to make time in our day to listen to the stories that our students want to tell. So many times I have seen teachers tell students to tell their stories at a different time or do not even listen to their stories. I think this is something that teachers should take time to do during their day too. I also said in my blog post about bringing in Elders to talk, I think this would help students get a better understanding of the cultures.


    1. Thanks Lacey. I have also seen many teachers, not listen to the stories. I understand the busyness of a teacher, but to me listening to the child’s story is the most important thing you can give them throughout the day. Those stories help connect their “places”, it builds the relationship and then real learning happens.


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