Inspired by place: BC secondary school teachers and perceptions of benefits, barriers, supports, and decolonization in place-based education

Place-based education (PBE) provides dynamic and memorable learning experiences. While some teachers have embraced PBE in their practice, there seems to be a reluctancy among secondary school teachers to do so. As well, in Canada, there is now an imperative to undo the infrastructure which was designed to and continues to promote the spirit of colonialism. Data for this study was gathered through interviews with four participants from the same secondary school with varied teaching subjects and experience with PBE. Data analysis concentrated on descriptive coding of the information provided in the categories of benefits, barriers, decolonization, and supports. The perceived benefits of PBE were that it provides context for learning, improves academic achievement, and allows for connection to the land and community. The perceived barriers to PBE were logistics and safety concerns, student and teacher conditioning to being in a traditional classroom, and the feeling that change is hard. The perceived supports required to implement PBE effectively were a need for more professional development and mentorship, more time, resources, and logistical supports. Based on the findings, five recommendations were suggested to support PBE implementation in secondary schools: (1) provide PBE-specific professional development and mentorship programs; (2) resolve logistical concerns; (3) address perceptions pertaining to student safety; (4) challenge ‘desk culture’; and (5) provide more support to decolonize and indigenize the education system.