To address climate change as an educational challenge, teachers need professional tools that contribute to building hope, collaboration, and support. Based on collaborative work and research with teachers in primary schools and kindergartens in the post-industrial community of Tinn and Rjukan in Norway, I reflect on experiences of and develop new thinking on nested networks, interdependencies, and interconnections arising from working reciprocally with place in teaching practices. Place is theorised as a situation where nature and culture co-produce each other, where place is habitat and a way to teach and learn, a way to become. Drawing upon epistemological models for responsible and supportive knowing inspired by Lorraine Code and Isabel Stengers, the chapter further reflects upon thinking ecologically about place and learning which resonate with twenty-first-century skills thinking, where collaboration and teamwork are two important features.
The chapter is published now in "New Perspectives on Educational Resources. Learning Materials Beyond the Traditional Classroom" edited by my fabulous colleagues Karl Christian Alvestad, Kari H. Nordberg and Hege Roll-Hansen at University of South-Eastern Norway with Open Access and print publications by Routledge.
