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Place-making practices refer to the ways in which people create and define physical spaces as meaningful and significant through their everyday activities and social interactions.[1] In Ethnography, the study of these practices is often referred to as ‘ethnography as place-making,’ which involves the exploration of the cultural meanings and practices that shape the physical and social environments in which people live. This can include examining how people create and maintain social boundaries, how they express their identities and values through the built environment,[2] and how they negotiate power and control over the spaces they inhabit.

This place in Gröpelingen is made a place through the interaction of the people tending to the urban gardening project. 

1. Pink 2008, 178ff. 

2. See: urbanization 

3. Pink 2008, 190. 

"Far from being anti-science and anti-education, BP has successfully embedded itself at the heart of elite UK science and education policy and practice networks – in particular, networks focused on development and delivery of STEM (Science, Technology, Engineering and Mathematics) education. Rather than limiting itself to the narrow promotion of pro-petroleum rhetoric, BP has long seen its interests as being best served by the general promotion of pro-business practices and values throughout UK public education. Petro-pedagogy, in the case of BP at least, is best understood as a core component of a more extensive corporate education reform network that, for the past decade, has focused on promoting a neoliberal model of STEM education in schools" p. 475

"This brings us back to the argument of Eaton and Day (2019) that began this article: to tackle the crisis of climate change, we ‘need to dismantle the corporate power of the fossil fuel industries and their petro-pedagogy’ (15). Doing this, however, will require a far different model of STEM education: one that can help students ‘understand how manipulative politics, economic power and myth making PR are subverting public democratic will,’ and encourage ‘young people to apprentice as critical scientific policy analysts,’ and ‘create innovative counter-narratives to the old dysfunctional stories of intensifying carbon dependence’ (Elshof 2011, 15)." p.486