Johnson, J. (2012). Place-based learning and knowing: Critical pedagogies grounded in indigeneity. GeoJournal. 77(6). pp. 829-836

Subsequent to the Gruenewald article documented in Post 3, Johnson draws heavily on Gruenewald’s ideation of critical pedagogy of space and seeks to further develop the concepts space, place and placelessness before firmly linking indigeneity to critical place-based pedagogy.  As far back as the enlightenment, Western traditions have sought to separate culture from nature, and as a result the ensuing culture and system of knowledge has had placelessness as a primary component.  Arguably, this disconnection from place has also lead to Western science self-stated superiority over indigenous knowledge and science that is firmly rooted, and even stored, in the places, environment and landscapes in which it was developed.  Furthermore, Johnson explains that modern (Western) society creates a “thin” layer of meaning making in places, as they are converted to resource spaces for capitalistic and colonial purposes.  But for that thin meaning to exist, it is necessary to remove the meaning that is pre-existant and often significant cultural histories and moralities.

To reconcile this transformation of place to space, Johnson seeks to impart the decolonialization and rehabitation of critical place-based learning, be in a state of continual active engagement with the places, and rediscover their indigenous stories, histories, narratives and languages associated with them.