Course Syllabus
EFDT 313.3 G81
Pedagogies of Place: Context Based Learning
Saskatchewan Urban Native Teacher Education Program (SUNTEP)
College of Education, University of Saskatchewan
Fall 2025 (September 3– December 3)
Instructor: Kelley Fineday Location: 1039 College of Education
Phone: (306) 934-2106 Times: Tuesdays 1:00 pm – 3:50 pm
Email: kelley.fineday@usask.ca Office Hours: By appointment or via Zoom.
Contextualize the Syllabus
According to USASK’s academic policy, syllabus should be treated as a contract between the instructor and students. Instructors shall review the contents of the class syllabus with their students at the beginning of the class. After distribution, a syllabus may only be changed if no student in the class objects to such changes and the department head, or dean in non-departmentalized colleges, is notified. Therefore, all students are required to attend the class and review the course syllabus.
Course Description
This course considers pedagogical, planning, and assessment choices in relation to place and Indigenous contexts, the specific knowledges and situations of learners, subject learning and relational curriculum-making, social and ecological justice, and Indigenous educational priorities. Holistic, experiential, and Indigenous inquiry-based pedagogical methodologies will be examined and experienced. This course addresses integrated methods content in language arts, science, social sciences, physical education and mathematics, along with appropriate adaptation, assessment, and evaluation.
Course Overview
This course will be shaped around experiential learning opportunities outside of our university classroom and engagement with the places and people we may encounter. This course is also designed to be responsive to your approach to learning and your experiences, meaning that the materials and assignments are a recommendation and starting point for you, as the learner, to engage with the content and experiences. I am interested in finding a balance of theorizing ‘place’ and offering very practical opportunities to observe and learn from those who are practicing place-based teaching.
Learning Outcomes
Through engagement with course content, your instructor and colleagues and placed-based learning experiences you will be able to:
- Articulate why and how place matters in education.
- Develop an understanding of our local land and community issues and ways to implement Indigenous Ways of Knowing as well as develop a focus on reconciliation.
- Demonstrate a broad understanding of the pedagogy of place in relation to land, social, ecological, and diverse contexts and issues including a specific focus of how to use holistic, experiential, inquiry-based instruction and assessment strategies related to place.
- Incorporate community, land-based and virtual resources in designing learning activities with the context of Saskatchewan Ministry of Education curriculum; Indigenous (FNMI) perspectives; Broad Areas of Learning; Cross-Curricular Competencies; Subject Area Aims, Goals, and Outcomes; Understanding the Conceptual Foundations; Identifying the Big Ideas; Assessment and Evaluation.
"Place-based education is the process of using the local community and environment as a starting point to teach concepts in language arts, mathematics, social studies, science, and other subjects across the curriculum. Emphasizing hands-on, real-world learning experiences, this approach to education increases academic achievement, helps students develop stronger ties to their community, enhances students’ appreciation for the natural world, and creates a heightened commitment to serving as active contributing citizens. Community vitality and environmental quality are improved through the active engagement of local citizens, community organizations, and environmental resources in the life of school."
Sobel, D. (2004). Place-based education: Connecting classrooms and communities. The Orion Society. Great Barrington, MA.
Course Summary:
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