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Abstract
This article builds upon existing place-based research through the application of a socio-spatial perspective to make sense of how students’ experiences in/of place shape, and are shaped by, the production of experiential learning space. Rather than focusing on the individual as the unit of analysis, this article is concerned with understanding how knowledge was produced during a 3-week study abroad program to Morocco. Data were collected with eight participants through participant-observation and narratives in the form of eight reflective journals. We conduct a socio-spatial analysis of this data guided by Lefebvre’s spatial theory and offer three spatial readings of our findings including a diverse country of paradox, encountered histories, and positioned bodies through narrative. Findings suggest the production of experiential learning space was mediated through social interactions, engagement with local rhythms and histories, and intentional narrative activities. Engaging students with place is fundamental to the production of experiential learning space. Lefebvre’s spatial triad is a useful tool for pedagogical practice; its relational structure affords educators an opportunity to consider how learning spaces are socially produced via engagement with surrounding environments, and provides multiple entry points to engage students meaningfully with place.
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