Adoption of Place-based Learning in a Rural Primary Government School in India
There is a growing body of research internationally on place-based learning (PBL) and its contribution to the development of connectedness to the local place, enhancement of ecological awareness and its overall impact on learning. This research conducted in two government primary schools in two different villages situated in the state of Karnataka and Tamil Nadu provides insights into the possibilities for the adoption of PBL in rural schools in India. It investigates the current practices and teaching methodologies adopted in these schools, and also the status of PBL. Though the study has found out that PBL is not been implemented currently in both the schools, it demonstrates the possibilities within the existing education system in these schools that utilize Activity-Based Learning (ABL) as the teaching methodology, to make the transition to PBL. It identifies the key stakeholders- 1. Teachers, 2. Headmaster, 3. Parents and 4. Children, who influence the implementation of PBL in the village, and also provides significant insights on how they influence. It contributes to a body of research that demonstrates how the teacher training forums influence the adoption of innovative teaching practices like ABL, and PBL, and the support provided by the administration for the 'local' teachers. This study shows how the current trend of private English medium schools in the faraway towns negatively affect PBL and the transfer of local knowledge. Finally, considering the huge rural population in India, this research conducted at the local village schools is of vital importance that sheds light on the possibilities and the barriers for the adoption of PBL at the ground level, and also provides short-term and long-term solutions for its implementation. This study thereby contributes to the international research on place-based learning.
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