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While all of children’s lived experiences are essentially rooted in place, Louise Chawla (1992) has noted that children “need to be brought from rootedness to a sense of place through education, which creates enough separation between the self and its surroundings to allow conscious appreciation” (p. 83). The efforts of place-based educators have been grounded in this premise, as well as in the belief that an appreciation for place developed in childhood influences the way those children care for the places they dwell when they move into adulthood (Sobel, 1993, p. 78). Laurie Lane-Zucker, in her foreword to David Sobel’s book, Place-based Education: Connecting Classrooms & Communities, reminds us that imagination is necessary if we are to inspire “authentic renewal and revitalization of civic life” (2005, p. iii).

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