Page 326 - Cultural Studies of Science Education

300 S. Semken and E. Brandt

they could be. Place-based teaching and learning can endow succeeding generations
not only with the knowledge needed to look after local places, but with love and
attachment that will motivate them to do so.
At the same time, locally situated studies and action research needed to inform
and periodically refresh an authentically place-based curriculum may reveal
constraints on sustainability known only to populations with long histories of resi-
dence. Place-based education is a mutually beneficial transaction among people
and place if it enhances the senses of place and local knowledge of students and
teachers, while also fostering care for places that promotes their ecological integrity
and cultural sustainability.

Acknowledgments Ethnographic research conducted by the authors in the Superior area and
described in this chapter was part of a project (Sense of Place and Sustainability in Cultural
Landscapes) supported by a grant from the Institute for Humanities Research at Arizona State
University. The authors also gratefully acknowledge the work of Deborah Williams and
Christopher Boone of SHESC and the cooperation of the many Superior-area residents, expatri-
ates, and visitors who have participated in the study.

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