Abstract
When can we call a place “Heimat”? When can we feel at home in the world? When can we say that we truly belong to a community? When does a space become a place? These questions underlie the critically-oriented place-based education (PBE) (Gruenewald, 2003), an idea of education that not only generates knowledge but also enables students to grasp the connections between what they are learning and the life experiences they go through in their entirety (hooks, 2009). It is precisely from the recognition and use of teaching-learning opportunities in communities and territories that it is possible to connect the school to the community, and to identify the school’s primary task in terms of social and cultural progress, regarding sensitivity to social and environmental justice, but also in nurturing a sense of belonging and responsive relationships (Smith & Sobel, 2010; Biesta, 2021). Locally produced knowledge that is authentically linked to the needs of the surrounding community constitutes a progressive alternative to traditional subject-centred curriculum for students, and engages them in actions perceived as meaningful and relevant. This contribution explores the dimension of learning experiences in out-of-school places, recognises the multiplicity of places where learning can take place, and analyses the formative and transformative value of such learning (Gruenewald & Smith, 2008). Student reflective diaries showcase, alongside the underlying theoretical perspective, that place-based educational projects can create opportunities for students to participate in community development actions. Moreover, an extended educational community can expand disciplinary boundaries and therefore cope with planetary destiny in a more responsive and participatory manner (Morin, 1999).