| The phrase "sense of place" has no common definition or well-defined usage in research or academia, much less in the more specific fields of outdoor and environmental education. The purpose of this study is to help resolve the gap in academia and establish common knowledge for educators in the fields of outdoor and environmental education. Three questions were used to help guide this process, the third question being the overarching research question:;1. Where did the term "sense of place" come from?;2. How has "sense of place" emerged in outdoor and environmental education?;3. What is the role of "sense of place" in outdoor and environmental education? In this thesis the author presents a series of maps that help provide a common understanding of sense of place within academia and research. Through a critical analysis of the literature and interviews with professionals in the fields of outdoor and environmental education, findings indicate that there are four components that have led to the emergence of sense of place in outdoor and environmental education. While it is uncertain what the role of sense of place will be in the future, there is great certainty in light of existing research and consensus among those interviewed, and it is evident that it will continue to have a significant role within outdoor and environmental education. Keywords: Place, Sense of place, Outdoor Education, Environmental Education. |
