Course Podcast
https://soundcloud.com/user-915995558
Course Videos
https://www.youtube.com/channel/UC4c8tVL1AFQwV9iFrqchuiw
Overview Readings
The readings below relate to over-arching themes that have guided the development of this course. If possible, please read prior to our first session on May 11, but feel free to return to these later as we proceed through the course.
Butler, A., & Sinclair, K. A. (2020). Place matters: A critical review of place inquiry and spatial methods in educational research. Review of Research in Education, 44, 64-96. https://doi.org/10.3102%2F0091732X20903303
Eringfeld, S. (2021). Higher education and its post-coronial future: Utopian hopes and dystopian fears at Cambridge University during Covid-19. Studies in Higher Education, 46(1), 146-157. https://doi.org/10.1080/03075079.2020.1859681
(also: Simone Eringfeld’s “I Miss”, https://youtu.be/SAxkcI2Sh7Q)
Gravett, K., & Aijawi, R. (2021). Belonging as situated practice. Studies in Higher Education, https://doi.org/10.1080/03075079.2021.1894118
Zembylas, M. (2021): Refusal as affective and pedagogical practice in higher education decolonization: A modest proposal. Teaching in Higher Education, https://doi.org/10.1080/13562517.2021.1900816
eBooks on Library Online Course Reserves
Smith, L. T. (2013). Decolonizing methodologies: Research and Indigenous peoples, second edition. London: Zed Books Ltd. http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=7954124
Springgay, S., & Truman, S. E. (2017). Walking methodologies in a more-than-human world: WalkingLab. Routledge. http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=9156978
Steinberg, S. R., & Down, B. (Eds.). (2020). The SAGE handbook of critical pedagogies. London: SAGE. http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=11109929
Tuck, E., & Mckenzie, M. (2015). Place in research: Theory, methodology, and methods. London: Routledge. http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=8063977
Resources for Module 1: Sensory Experiences
How do we experience educational environments through our senses? Suggested approaches for your Module 1 portfolio elements include: soundscapes, music, food, photography, video, visual arts, environmental arts, performing arts, ceremony, olfactory methods, virtual reality, movements or other techniques.
Required readings for May 11 (please read before the Zoom session)
Allen, L. (2021). The smell of lockdown: Smellwalks as sensuous methodology. Qualitative Research, DOI: 14687941211007663. https://doi.org/10.1177%2F14687941211007663
Morris, N. J. (2020). Teaching sensory geographies in practice: Transforming students’ awareness and understanding through playful experimentation. Journal of Geography in Higher Education, 44(4), 550-568. https://doi.org/10.1080/03098265.2020.1771685
Additional resources and examples for this module
Active Fiction Project
http://www.activefictionproject.com/
Meet UBC’s Top Chefs (with recipes)
https://planning.ubc.ca/news/meet-ubcs-top-chefs
Responses to the Collection, “Untitled II (The Shadow)”, Belkin Art Gallery, UBC
https://youtu.be/gXjTVGHTtAU
Sensory Postcards
http://ethnographymatters.net/blog/2015/06/29/sensory-postcards-using-mobile-media-for-digital-ethnographies/
Sounds Around You
http://www.soundaroundyou.com/
Unsettling the World Soundscape Project: The Bell Tower of False Creek, Vancouver
https://soundstudiesblog.com/2015/09/03/unsettling-the-world-soundscape-project-the-bell-tower-of-false-creek-vancouver/
WalkingLab podcast, Episode 8: Walking and Sensory Inquiry:
https://walkinglab.org/podcast/walking-and-sensory-inquiry/
Window Swap
https://www.window-swap.com/Window
Resources for Module 2: Interpretive Practices
How do we make sense of, and communicate our understandings of, the educational environments we encounter? Suggested approaches for this module include: critical cartography (mapping, un-mapping, re-mapping), environmental history, storytelling, alternative campus tours, creative writing/poetry, eco-criticism, creative photography, videography, arts-based practices, or other techniques.
Required Readings for May 25 (please read before the Zoom session)
Alderman, D., Narro Perez, R., Eaves, L. E., Klein, P., & Muñoz, S. (2021). Reflections on operationalizing an anti-racism pedagogy: Teaching as regional storytelling. Journal of Geography in Higher Education, 45(2), 186-200. https://doi.org/10.1080/03098265.2019.1661367
Bai, H. (2020). A critical reflection on environmental education during the COVID‐19 pandemic. Journal of Philosophy of Education, 54(4), 916-926. https://doi.org/10.1111/1467-9752.12472
Ho, Y. C. J. (2020). Making sense of place: Place anchors and educational potentials. Canadian Journal of Environmental Education (CJEE), 23(3), 54-73. https://cjee.lakeheadu.ca/article/view/1552
Additional resources and examples for this module
Alternative Campus Tours
https://blogs.ubc.ca/difficultknowledge/tours/
City of Vancouver Archives
https://vancouver.ca/your-government/city-of-vancouver-archives.aspx
Digital Stories Canada
https://digitalstories.ca/designing-digital-storytelling-programs/
EDST Indigenous Storywork Resources
https://edst.educ.ubc.ca/resources/aboriginal-storywork-resources-2018/
Elders’ Digital Storytelling Project
https://www.sfu.ca/agingwell/elders-digital-story.html
Get Outdoors!
http://www.metrovancouver.org/events/school-programs/K12publications/GetOutdoors.pdf
Indigenous Storytelling Mixtape
https://next150.indianhorse.ca/challenges/indigenous-mixtape
Musqueam Teaching Kit
http://www2.moa.ubc.ca/musqueamteachingkit/
On this Patch of Grass: City Parks on Occupied Land
https://fernwoodpublishing.ca/on-this-patch-of-grass/
On this Spot, Vancouver
https://onthisspot.ca/cities/vancouver
Place-Based Learning (PBL) at Riley Park: An Outdoor Educational Tool for BC Schools
https://open.library.ubc.ca/cIRcle/collections/undergraduateresearch/52966/items/1.0378615
SEEDS Sustainability Projects
https://sustain.ubc.ca/teaching-applied-learning/seeds-sustainability-program/featured-projects
South Asian Canadian Digital Archive
https://www.southasiancanadianheritage.ca/archives/
UBC Archives
https://archives.library.ubc.ca/
Resources for Module 3: Memories in Place
What and who are remembered in and through places of learning? Suggested approaches for this module include: archival and historiographical research/writing, analyzing on-site memorials, landscape analysis, architectural analysis, storytelling, auto-ethnographic practices, rephotography, photo-elicitation, narrative analysis, or other techniques.
Required Readings for June 8 (please read before the Zoom session)
Flint, M. A. (2021). Racialized retellings: (Un)ma(r)king space and place on college campuses. Critical Studies in Education, 1-16. https://doi.org/10.1080/17508487.2021.1877756
Gahman, L., & Legault, G. (2019). Disrupting the settler colonial university: Decolonial praxis and place-based education in the Okanagan Valley (British Columbia). Capitalism Nature Socialism, 30(1), 50-69. https://doi.org/10.1080/10455752.2017.1368680
Additional resources and examples for this module
Black Strathacona Curriculum Resource
http://blackstrathcona.com/
Bamboo Shoots: Chinese Canadian Legacies in BC Curriculum Resource
https://www.openschool.bc.ca/bambooshoots/
Indian Residential School History and Dialogue Centre
https://irshdc.ubc.ca/
Landscapes of Injustice Project
http://www.landscapesofinjustice.com
The Power of a Name: UBC həm̓ləsəm̓ House
https://www.youtube.com/watch?v=XCjilM2M9Ho
The Power of a Name: UBC q̓ələχən House
https://www.youtube.com/watch?v=ZkZHThNM8Cc
University of Manitoba Campus Planning Office (2020). The cultural landscape of the Fort Garry campus: Landform, use, and occupancy prior to 1900. https://umanitoba.ca/sustainability/sites/sustainability/files/2020-11/cultural-landscape-FG-sm.pdf
“Untold Stories: Histories of Students of Color at Oregon State University” Oregon State University Campus Tour Guidebook
http://ir.library.oregonstate.edu/xmlui/handle/1957/44744