Re-Inhabiting Place in Contemporary Rural Communities: Moving toward a Critical Pedagogy of Place

Autor/inn/en	Huffling, Lacey D.; Carlone, Heidi B.; Benavides, Aerin
Titel	Re-Inhabiting Place in Contemporary Rural Communities: Moving toward a Critical Pedagogy of Place
Quelle	In: Cultural Studies of Science Education, 12 (2017) 1, S.33-43 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-016-9756-2
Schlagwörter	Stellungnahme; Rural Areas; Race; Critical Theory; Place Based Education; Teaching Methods; Curriculum; Student Empowerment + Suchen Sie Ihr Suchwort? Rural area; Ländlicher Raum; Rasse; Abstammung; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Curricula; Lehrplan; Rahmenplan; Studienberechtigung
Abstract	Heather Zimmerman and Jennifer Weible's ("Cult Stud Sci Educ," 2016) use of place-based pedagogy in high school science education honors their participants' lived experiences and the rural communities from which they come. They raise an unresolved tension in their findings: Why did the youth in their study, who clearly learned a lot about the local watershed, not feel empowered or knowledgeable enough to propose collective, action-oriented strategies to address the poor quality of the water? We use this tension as a focus point of our response, drawing on one author's (Huffling's) biography and David Gruenewald's ("Educ Res" 32:3-12, 2003. doi: 10.3102/0013189X032004003 ) critical pedagogy of place to re-imagine the curriculum that Zimmerman and Weible describe. We provide strategies that align with Gruenewald's (2003) constructs of decolonization and reinhabitation that could promote youths' collective empowerment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01