What's new

This study explored how middle school students interpreted a collaborative experience that combined place-based education, traditional ecological knowledge narratives from the Eastern Band of Cherokee Indians, and the local environment. Using narrative inquiry analysis of students' reflections, the researchers identified three major themes: cultural literacy, wellbeing and respecting nature. The authors note that no earlier research is known to have studied integrating Cherokee traditional ecological knowledge narratives into place-based curricula for this age group.

Why it matters in Aotearoa

This study offers an international example of Indigenous storytelling as part of place-based outdoor learning. In Aotearoa, similar work would draw on local pūrākau and mātauranga, developed in partnership with mana whenua.

Putting it into practice

Work with local iwi or hapū to explore whether pūrākau connected to a place you visit could be shared as part of the learning there, on terms they set.

How strong is the evidence

This is a qualitative narrative inquiry in one collaborative programme. The abstract does not give the sample size.

What to read

The three themes from students' reflections.

Who it's for