Land-based learning is a transformative tool that has the capacity to improve the lives of our students, foster reconciliation, and increase grassroots development. The benefits are so great that all teachers should feel compelled to increase the frequency that they leave the classroom. Presently, however, these experiences remain limited to specialized programs or schools, infrequent classroom field trips, and in select classrooms with invested teachers.
This research project will consider how often elementary teachers are presently taking their students outside the classroom and then subsequently will work with a small group of educators on integrating more land-based practices. Working collaboratively with a group of teachers, we will consider solutions and supports that would best address the barriers and challenges that inhibit land-based learning in their unique teaching situations.
Once a course of action has been decided upon, each educator will be supported in implementing the steps necessary to achieving the goal of increased land-based education.