Beginning by highlighting considerations of the intersections among social and ecological issues and the recent diversification of critical pedagogy, this paper suggests means by which approaches such as Gruenewald’s (2003 Gruenewald, D.A., 2003. The best of both worlds: A critical pedagogy of place, Educational Researcher 32 (4) (2003), pp. 3–12.[Crossref] , [Google Scholar]) “critical pedagogy of place” can be expanded to accommodate a broader range of possible places of pedagogy. The paper is centrally concerned with what happens when we consider socio‐ecological learning, not as occuring via cognitive critique or embodied place‐based experience, but rather as taking place in between the thought and the sensed via a range of intersubjective experiences. It suggests that these intersubjective locations that comprise the “where” of the learning of the student can be particular physical places, but can also be in and of experiences of friendship, art, literature, irony, cultural difference, community. By expanding our possible repertoire of “pedagogical arts,” or the range of intersubjective places and spaces of pedagogy engaged, we are able to conceptualise and practise education in ways that enable a deeper connection to place but also opportunities for other modes and outcomes of student learning. In particular, the paper outlines the possibilities for learning and cultural formation enabled by spaces of collective youth engagement.
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