Abstract
Attention to place-based pedagogy in teacher education is needed if we value a conceptualization of citizenship wherein people assume responsibility for their community and its physical setting. Place-based pedagogy seeks to prepare citizens who understand their local lives and are thus prepared to participate in the democratic processes of its creation and sustainability. It is explicitly learner-centred and in its most mature form seeks democratic participation spiralling from the local to the global. In this study, I describe my own efforts with place-based pedagogy: a pen pal project between teacher candidates and local, rural second graders. Within the project, the children embraced the opportunity to explore and assert their out-of-school literacies, but the pre-service teachers' responses to the children point to the complexity involved in shifting away from decontextualized teacher education toward a model where place matters.
Original language | English (US) |
---|---|
Pages (from-to) | 87-103 |
Number of pages | 17 |
Journal | Pedagogies |
Volume | 6 |
Issue number | 2 |
DOIs | |
State | Published - Apr 2011 |
All Science Journal Classification (ASJC) codes
- Education