In recent years ‘place-based education’ has been receiving increased attention from educators and policy-makers as a means to help people, young and old, re-connect with the physical, material and socio-ecological world they, oftentimes unknowingly and unconsciously, inhabit. There is a whole body of scholarly work emerging that suggests that (re)discovering and (re)connecting with place can be restorative (therapeutic, healing, etc.), generative (leading to new ways of seeing, sensing, experiencing) and empowering by enabling people to shape and care for a place. Apparently there are a number of psychological, sociological and pedagogical benefits associated with place-based education (see the work of David Sobel and Greg Smith for examples).

What I am interested in, however, is not so much to echo these benefits but to mirror them against a hegemonic trend that affects the entire globe: the exponential growth of highly invasive and, indeed, addictive hyper media and associated information and communication technologies.

Whereas place-based education, somewhere in the margins of education, seeks to reconnect people with the physical space around them, this counter hegemonic trend seems to do the exact opposite, only in much more forceful way. Educators in general and environmental educators in particular need to ask themselves what the implications are of the age of wireless, hyper-media and ICT for teaching and learning, but also for the way people ‘relate’ to each other but also to nature and the planet as a whole. Strangely, even though educators themselves are also inundated by these new ICTs both in their personal and professional lives, this question has hardly been raised so far. I’d like to propose a Special Issue for a journal like Environmental Education Research to bring together some of the early and emerging work that is being done in this area. Some contributions may consider the impact of ICTs and hypermedia on people’s sense of place and the implications for teaching and learning. Others perhaps will sketch possible educational responses that may critically take advantage of elements of the ICT revolution which can help re-store the current disconnect between people and place. Again others may wish to explore yet a different angle to this timely topic in education and learning.

Anyone with ideas for papers that might fit in such a special issue… feel free to respond. Perhaps we can pull something together.