David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Educational Philosophy and Theory 42 (3):326-344 (2010)
Around the globe people are confronted daily with intransigent problems of space and place. Educators have historically called for place-based or place-conscious education to introduce pedagogies that will address such questions as how to develop sustainable communities and places. These calls for place-conscious education have included liberal humanist approaches that evolved from the work of Wendell Berry (Ball & Lai, 2006) and critical place-based approaches such as those advocated by David Gruenewald (e.g. Gruenewald, 2003a, 2003b). In this paper I will propose a reconceptualized framework of place as a pedagogical practice that draws on contemporary feminist poststructural and postcolonial philosophies as a basis for an alternative place pedagogy for 'global contemporaneity' (Carter, 2006, p. 683). Within this reconceptualized concept of place I will outline three key principles for a reconceptualised place pedagogy: our relationship to place is constituted in stories and other representations; place learning is local and embodied; and deep place learning occurs in a contact zone of contestation. These principles give rise to new emergent arts-based methodologies for developing and practising place-responsive pedagogies.
|Keywords||postcolonial place pedagogy feminist poststructural|
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References found in this work BETA
Walter D. Mignolo (2012). Local Histories/Global Designs: Coloniality, Subaltern Knowledges, and Border Thinking. Princeton University Press.
Bronwyn Davies (2000). A Body of Writing, 1990-1999. Altamira Press.
Citations of this work BETA
Hamish Ross & Greg Mannion (2012). Curriculum Making as the Enactment of Dwelling in Places. Studies in Philosophy and Education 31 (3):303-313.
Ruyu Hung (2013). Learning as Existential Engagement With/In Place: Departing From Vandenberg and the Reams. Educational Philosophy and Theory 46 (10):1-13.
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