本文主旨在於說明「地方」的意義以及「地方教育學」或「地方本位教育」的內涵，本文分為三部分：第一部分說明「地方」的意義、「地方教育學」與其他相關類似取向教育的關係、「地方教育學」的內涵：第二部分說明在地實踐與社會議題的關係；第三部分說明落實「地方教育學」課程與教學的原則，並探討一個位於紐西蘭南島的課程實例。透過本文，除可了解國外的地方教育學課程實例，亦可提供我國教育研究者與實務工作者探討或推動「地方教育學」之參考。

This paper aims to argue for the significance of the concept of place and the meanings of place pedagogy or place-based education. It is divided into three parts: the first part explains the meaning of the concept of place, the similarities and dissimilarities between place pedagogy and other related approaches to education and the relationship between the place and education; the second presents an account of the meanings of the emplaced practice in relation to social issues; and the third part makes clear about the principle of implementing place pedagogy and curriculum by introducing an example of outline of place-based curriculum in New Zealand. The overall exploration may provide inspirations for researchers and practitioners who are interested in place pedagogy in the future.