Chapter 12 Possibilities of a Radical Pedagogy of Place: Lessons from Kucapungane Yi Chien Jade Ho Hui-Nien Lin Published in Emma Rawlings Smith and Susan Pike’s (eds.) Encountering Ideas of Place in Education: Scholarship and Practice in Place-based Learning. (2023). Routledge. Abstract This chapter argues that each place-based practice holds a pedagogical program that centers place as the foundation of relationships, learning and collectivity. This pedagogical program, which we describe as a radical pedagogy of place, emerges through people engaging critically and radically with place history and the collective imagination of what a just and flourishing future looks like. We draw on Leanne Betasamosake Simpson’s use of ‘radical’ as coming from the roots – to not only examine the root cause of systemic oppression but also to go to the roots from where the vitality of resistance comes. We apply this conceptualization to the case study of Kucapungane Community in Rinari, Pingtung City, Taiwan, an Indigenous community that was relocated due to devastating typhoons. The relocation by the government in Taiwan failed to consider the community’s land-based practices. In fact, the government has historically created dependency and seized control of Indigenous land through natural disasters. Despite of this, the people of Kucapungane created a tourism and educational program, The Shoes-off Village, based on their land-based tradition. Through this program, they cultivate a pedagogical space that facilitates nuanced understanding of place, reciprocal relationship to each other and land, and responsibilities to healing and justice. Keywords place-based education, disaster colonialism, Taiwan Indigenous, decolonization, land rights