Place-based education and, more specifically, field-base education, is increasingly considered an effective way to enhance learning experiences . By connecting academic curriculum with different ways of knowing and practicing, these are seen as potentially transformative experiences that can offer participants enriching opportunities to learn about social realities beyond the classroom . However, critics also argue that place-based learning methods can lack a critical perspective and fail to connect local experience with global phenomena, as well as with theoretical concepts.

In light of the challenges and benefits associated with place-based education, this paper examines how this learning approach can be applied to the particular context of resource development studies and how it can contribute to postgraduate training in social sciences more generally. This example adds to a growing body of literature on place-based education, through an analysis of and critical reflection on the pedagogical approach used during two doctoral courses focused on mineral extraction in northern Canadian and Fennoscandian communities. Building on reflections by the course designers and the results of a survey administered to participants exploring the learning outcomes of these two postgraduate field courses, this paper examines how place-based education contributed to or hindered the pedagogical objectives pursued in the courses. It further explores the challenges and benefits of place-based education in postgraduate education and in the field of extractive resources development. After briefly reviewing the literature and defining the concept of place-based education, the paper describes the pedagogical approach used during the two PhD courses. In the third section, the results of the student surveys are discussed along with comments from the organizers, before some thoughts for future postgraduate courses are finally provided.

以地方为基础的教育，更具体地说，以实地为基础的教育，越来越被认为是增强学习体验的有效方式。通过将学术课程与不同的认识和实践方式联系起来，这些被视为具有潜在变革性的体验，可以为参与者提供丰富的机会来了解课堂以外的社会现实。然而，批评者还认为，基于地点的学习方法可能缺乏批判性视角，无法将当地经验与全球现象以及理论概念联系起来。

鉴于与在地教育相关的挑战和好处，本文探讨了如何将这种学习方法应用于资源开发研究的特定背景，以及它如何更广泛地促进社会科学研究生培训。通过分析和批判性反思在加拿大北部和 Fennoscandian 社区的两个博士课程中使用的教学方法，这个例子增加了越来越多的基于地方教育的文献。基于课程设计者的反思和对参与者进行的一项探索这两个研究生实地课程学习成果的调查结果，本文研究了基于地方的教育如何促进或阻碍课程中追求的教学目标。它进一步探讨了基于地方的教育在研究生教育和采掘资源开发领域的挑战和好处。在简要回顾文献并定义在地教育的概念后，本文描述了两个博士课程中使用的教学方法。在第三部分，学生调查的结果与组织者的评论进行了讨论，最后提供了对未来研究生课程的一些想法。