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Place Positionality and Teacher Preparation
Journal of Sustainability Education (2016)
  • Amy Vinlove, University of Alaska, Fairbanks
This paper explores the relationships between teacher and student length of habitation
and knowledge of place and the process of learning to teach. A qualitative analysis of social
studies instructional units developed by Indigenous and non-Indigenous pre-service teachers
working in rural and urban school settings across Alaska, considered in relation to the interns’
relationships to the communities where they were teaching provides the foundation for a
framework considering the different ways in which place-based education might be enacted.
Data analysis addresses the questions of how individual relationships with place impact the
integration of place into the classroom, how a new teacher learns to enact place-based teaching in
a way that allows his or her students to reap the benefits of this pedagogical mind-set and
whether strategies for learning how to teach in a place-based manner vary depending on the
contexts in which the students and teachers are situated.
  • Place-based teaching,
  • teacher preparation,
  • Indigenous education,
  • rural education,
  • Alaska Native education
Publication Date
February, 2016
Citation Information
Amy Vinlove. "Place Positionality and Teacher Preparation" Journal of Sustainability Education Vol. 11 (2016) ISSN: 2151-7452
Available at:
Creative Commons license
Creative Commons License
This work is licensed under a Creative Commons CC_BY-NC International License.