Critical pedagogy of place to enhance ecological engagement activities.

Scientists in higher education institutions around the globe recognize the importance of engaging with public stakeholders to share their enthusiasm, explain their science, and to encourage public-school students to enter the sciences. However, without direct consideration of students' and teachers' perspectives and interests, scientists may design activities around their own goals, limiting the impact on public-school stakeholders. In this theoretical paper, we draw from both natural and social science research to describe how expanding the conception of place beyond the biophysical can engage public-school stakeholders in meaningful ways. We describe the multidimensional PLACE framework developed to integrate perspectives, knowledge, and values of all stakeholders in engagement programming. We recommend that scientists identify and use: i) Pedagogy that is inclusive ii) Language framed around dialogue; iii) Aims and motivations centered on engagement; iii) Cultural funds of knowledge of place; and iv) Evaluation of engagement using meaningful metrics. We present two illustrative case studies. Article Impact Statement: Environmental scientists should adopt a critical pedagogy of place when designing engagement and outreach programs with K-12 schools. This article is protected by copyright. All rights reserved.