The Experts below are selected from a list of 192534 Experts worldwide ranked by ideXlab platform
Richard C Stedman - One of the best experts on this subject based on the ideXlab platform.
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Sense of Place fast and slow the potential contributions of affordance theory to Sense of Place
Frontiers in Psychology, 2017Co-Authors: Christopher M. Raymond, Marketta Kyttä, Richard C StedmanAbstract:Over the past 40 years, the Sense of Place concept has been well-established across a range of applications and settings; however, most theoretical developments have ‘privileged the slow’. Evidence suggests that Place attachments and Place meanings are slow to evolve, sometimes not matching material or social reality (lag effects), and also tending to inhibit change. Here we present some key blind spots in Sense of Place scholarship and then suggest how a reconsideration of Sense of Place as ‘fast’ and ‘slow’ could fill them. By this, we mean how direct and immediate perception-action processes presented in affordance theory (resulting in immediately perceived Place meanings) can complement slower forms of social construction presented in Sense of Place scholarship. Key blind spots are that Sense of Place scholarship: 1) rarely accounts for sensory or immediately perceived meanings; 2) pays little attention to how Place meanings are the joint product of attributes of environmental features and the attributes of the individual; and; 3) assumes that the relationship between Place attachment and behaviour is linear and not constituted in dynamic relations among mind, culture and environment.. We show how these blind spots can begin to be addressed by reviewing key insights from affordance theory, and through the presentation of applied examples. We discuss future empirical research directions in terms of: 1) how Sense of Place is both perceived and socially constructed; 2) whether perceived and socially constructed dimensions of Place can relate to one another when perceived meanings become unsituated, and; 3) how Place attachment may change over different stages of the life course based upon dynamic relationships between processes of perception-action and social construction. We conclude with insights into how processes of perception-action and social construction could be included in the design and management of urban landscapes.
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Sense of Place in environmental education
Environmental Education Research, 2012Co-Authors: Alex Kudryavtsev, Richard C Stedman, Marianne E. KrasnyAbstract:Although environmental education research has embraced the idea of Sense of Place, it has rarely taken into account environmental psychology-based Sense of Place literature whose theory and empirical studies can enhance related studies in the education context. This article contributes to research on Sense of Place in environmental education from an environmental psychology perspective. We review the components of Sense of Place, including Place attachment and Place meanings. Then we explore the logic and evidence suggesting a relationship between Place attachment, Place meanings, pro-environmental behavior, and factors influencing Sense of Place. Finally, based on this literature we propose that in general environmental education can influence Sense of Place through a combination of direct Place experiences and instruction.
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Sense of Place AND FOREST SCIENCE: TOWARD A PROGRAM of QUANTITATIVE RESEARCH
Forest Science, 2003Co-Authors: Richard C StedmanAbstract:Sense of Place is rich in theory, but quantitative research approaches often fail to reflect this richness. This schism between theory and application not only impedes the development of theory, but also the ultimate utility of the concept for integration into resource management planning. Here, several fundamental points in Sense of Place theory that can readily be translated into testable hypotheses are identified, as are suggestions for how they may be reformulated into hypothesis language. Sense of Place is composed of descriptive and evaluative components that are a function of landscape attributes, experience with the landscape. In turn, any of these elements may affect Place-related behaviors. FOR. SCI. 49(6):822–829.
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Sense of Place and forest science: Toward a program of quantitative research : Sense of Place
Forest Science, 2003Co-Authors: Richard C StedmanAbstract:Sense of Place is rich in theory, but quantitative research approaches often fail to reflect this richness. This schism between theory and application not only impedes the development of theory, but also the ultimate utility of the concept for integration into resource management planning. Here, several fundamental points in Sense of Place theory that can readily be translated into testable hypotheses are identified, as are suggestions for how they may be reformulated into hypothesis language. Sense of Place is composed of descriptive and evaluative components that are a function of landscape attributes, experience with the landscape. In turn, any of these elements may affect Place-related behaviors.
Angela Calabrese Barton - One of the best experts on this subject based on the ideXlab platform.
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exploring insideness in urban children s Sense of Place
Journal of Environmental Psychology, 2010Co-Authors: Miyoun Lim, Angela Calabrese BartonAbstract:This study, informed by phenomenology and ethnography, explores urban children's relationship with their urban environment: In what ways do urban children exhibit "insideness" in their Sense of Place? This study proposes "insideness" as a conceptual construct to understand urban children's Sense of Place in its ecological and dynamic nature. Employing qualitative research methods, the study explores Place stories of urban children who live in low-income, immigrant neighborhoods in New York City. The study finds that as children cultivate their Sense of Place, they construct "insideness" in their Sense of Place including 1) environmental understanding (i.e., contextualized, comprehensive, and critical understanding of a Place), 2) environmental competence (i.e., knowing how to navigate and engage in a Place), and 3) diverse, strong affective relationships with a Place. Using "insideness" as a conceptual tool, this study discusses children's emPlaced understanding and active and dialogical positionality in the development of their Sense of Place.
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Exploring insideness in urban children’s Sense of Place
Journal of Environmental Psychology, 2010Co-Authors: Miyoun Lim, Angela Calabrese BartonAbstract:This study, informed by phenomenology and ethnography, explores urban children's relationship with their urban environment: In what ways do urban children exhibit "insideness" in their Sense of Place? This study proposes "insideness" as a conceptual construct to understand urban children's Sense of Place in its ecological and dynamic nature. Employing qualitative research methods, the study explores Place stories of urban children who live in low-income, immigrant neighborhoods in New York City. The study finds that as children cultivate their Sense of Place, they construct "insideness" in their Sense of Place including 1) environmental understanding (i.e., contextualized, comprehensive, and critical understanding of a Place), 2) environmental competence (i.e., knowing how to navigate and engage in a Place), and 3) diverse, strong affective relationships with a Place. Using "insideness" as a conceptual tool, this study discusses children's emPlaced understanding and active and dialogical positionality in the development of their Sense of Place.
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Science learning and a Sense of Place in a Urban Middle School
Cultural Studies of Science Education, 2005Co-Authors: Miyoun Lim, Angela Calabrese BartonAbstract:This paper offers an analysis into low-income, urban middle school children's Sense of Place and what and how their Sense of Place matters in science learning by focusing on the following questions: In what ways is students' Sense of Place leveraged in a science classroom? How does the content and context of science class shape how students leverage their Sense of Place? What learning opportunities emerge when Sense of Place is leveraged in class? Drawing from an ethnographic investigation into an environmental statistics class in a mid-sized public middle school, we examined Sense of Place events from their source, process, and outcome perspectives. Our findings are presented from two aspects of Sense of Place events, (1) characterizing students' Sense of Place by exploring sources of the Sense of Place events, and (2) examining processes of how students' Sense of Place is being leveraged in the episodes. We also examine two kinds of tensions that emerge in the class when Sense of Place is leveraged by students and acknowledged by the teacher: epistemological tensions (related to what the students are learning) and procedural tensions (related to how they are learning).
Miyoun Lim - One of the best experts on this subject based on the ideXlab platform.
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exploring insideness in urban children s Sense of Place
Journal of Environmental Psychology, 2010Co-Authors: Miyoun Lim, Angela Calabrese BartonAbstract:This study, informed by phenomenology and ethnography, explores urban children's relationship with their urban environment: In what ways do urban children exhibit "insideness" in their Sense of Place? This study proposes "insideness" as a conceptual construct to understand urban children's Sense of Place in its ecological and dynamic nature. Employing qualitative research methods, the study explores Place stories of urban children who live in low-income, immigrant neighborhoods in New York City. The study finds that as children cultivate their Sense of Place, they construct "insideness" in their Sense of Place including 1) environmental understanding (i.e., contextualized, comprehensive, and critical understanding of a Place), 2) environmental competence (i.e., knowing how to navigate and engage in a Place), and 3) diverse, strong affective relationships with a Place. Using "insideness" as a conceptual tool, this study discusses children's emPlaced understanding and active and dialogical positionality in the development of their Sense of Place.
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Exploring insideness in urban children’s Sense of Place
Journal of Environmental Psychology, 2010Co-Authors: Miyoun Lim, Angela Calabrese BartonAbstract:This study, informed by phenomenology and ethnography, explores urban children's relationship with their urban environment: In what ways do urban children exhibit "insideness" in their Sense of Place? This study proposes "insideness" as a conceptual construct to understand urban children's Sense of Place in its ecological and dynamic nature. Employing qualitative research methods, the study explores Place stories of urban children who live in low-income, immigrant neighborhoods in New York City. The study finds that as children cultivate their Sense of Place, they construct "insideness" in their Sense of Place including 1) environmental understanding (i.e., contextualized, comprehensive, and critical understanding of a Place), 2) environmental competence (i.e., knowing how to navigate and engage in a Place), and 3) diverse, strong affective relationships with a Place. Using "insideness" as a conceptual tool, this study discusses children's emPlaced understanding and active and dialogical positionality in the development of their Sense of Place.
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Science learning and a Sense of Place in a Urban Middle School
Cultural Studies of Science Education, 2005Co-Authors: Miyoun Lim, Angela Calabrese BartonAbstract:This paper offers an analysis into low-income, urban middle school children's Sense of Place and what and how their Sense of Place matters in science learning by focusing on the following questions: In what ways is students' Sense of Place leveraged in a science classroom? How does the content and context of science class shape how students leverage their Sense of Place? What learning opportunities emerge when Sense of Place is leveraged in class? Drawing from an ethnographic investigation into an environmental statistics class in a mid-sized public middle school, we examined Sense of Place events from their source, process, and outcome perspectives. Our findings are presented from two aspects of Sense of Place events, (1) characterizing students' Sense of Place by exploring sources of the Sense of Place events, and (2) examining processes of how students' Sense of Place is being leveraged in the episodes. We also examine two kinds of tensions that emerge in the class when Sense of Place is leveraged by students and acknowledged by the teacher: epistemological tensions (related to what the students are learning) and procedural tensions (related to how they are learning).
Miriam Billig - One of the best experts on this subject based on the ideXlab platform.
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Effect of Settlement Size and Religiosity on Sense of Place in Communal Settlements
Environment and Behavior, 2009Co-Authors: Hernan Casakin, Miriam BilligAbstract:The effect of religiosity and settlement size on Sense of Place was studied among residents of Jewish communal settlements in Judea and Samaria. Sense of Place was defined as a multidimensional concept of cognitive, affective, and conative dimensions. Sense of Place was found to be significantly higher for religious than for secular residents. Sense of Place was found to be higher for religious residents in small settlements, whereas for secular residents it was higher in large settlements. The study suggests reasons for these findings.
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Sense of Place in the neighborhood, in locations of urban revitalization
GeoJournal, 2005Co-Authors: Miriam BilligAbstract:Every neighborhood has its particular Sense of Place, resulting from its physical structure and its sociological make-up. When new housing developments are built in or adjacent to old neighborhoods, a different Sense of Place will exist in the new development and in the adjacent old environment, with mutual effects between the two. This study has used ethnographic analysis of interviews with women living in six different new developments and in adjacent buildings in the old neighborhoods, to identify the behavioral and affective variables that make up the local Sense of Place. A methodology has subsequently been developed to determine the Sense of Place in any residential environment, based on ethnographic analysis of the descriptions of the residential environment by its residents, while focusing on the evaluation of a number of predetermined behavioral and affective variables that together define the Sense of Place. Comparison of the Sense of Place between different residential environments could enable the identification of the effects of various social factors and the physical environment on the Sense of Place, the conclusions of which could be of use in the planning of new housing developments, particularly if located in old neighborhoods.
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The residential-environment climate Sense of Place in locations of urban revitalization
Dela, 2004Co-Authors: Miriam BilligAbstract:This paper proposes to use the concept of “Sense of Place” to describe the particular atmo-sphere prevailing in any specific residential environment. The Sense of Place is expressed through a number of variables of behavior and variables of personal feeling. The study identifies the Sense of Place in and around two new housing developments, built in two neglected neighborhoods in the city of Ramat Gan. Results were based on ethnographic analysis of in-depth interviews of residents, half of them living in the new buildings and half of them in adjacent old buildings.
Victoria Derr - One of the best experts on this subject based on the ideXlab platform.
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Children's Sense of Place in Northern New Mexico
Journal of Environmental Psychology, 2002Co-Authors: Victoria DerrAbstract:Abstract In the Hispano homeland of northern New Mexico, children's lives are shaped by land, by family, by culture, and by community. The way these forces work together forms each child's Sense of Place and Place attachments. Using short case examples, this article presents a brief overview of children's Place experiences and preferences and describes some of the factors that contribute to children's Sense of Place in three communities, of northern New Mexico which represent a range from urban to rural. It demonstrates the important role extended family and direct experience play in shaping children's Sense of Place and understanding of nature.
