ERIC Number: EJ721716
Record Type: Journal
Publication Date: 2006-Feb
Reference Count: 67
Miners, Diggers, Ferals and Show-Men: School-Community Projects that Affirm and Unsettle Identities and Place?
British Journal of Sociology of Education, v27 n1 p81-96 Feb 2006
Many contemporary sociologists suggest that a feature of modern life is that the practices and identities associated with "place" are eroded. The local no longer matters in everyday life as it once did. Some national governments are persuaded of the possibility of an urban dystopia of Orwellian dimensions, and have found a response in theories and rhetorics of social capital, citizenship and communitarianism. They have instituted strategies to address an imaginary of harmonious local communities. This paper examines one such government intervention and shows how four schools in Tasmania, Australia, took up the invitation to strengthen ties with their local communities. The projects reveal that the local still exists and matters, but they also hint at other possibilities. It is argued that by working with a "place-based" curriculum to assist young people in building local networks and engaging productively with their local neighbourhoods, schools might provide important resources for identity-building and learning.
Descriptors: Foreign Countries, Cultural Pluralism, Social Capital, Education, School Community Relationship, Global Approach
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Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Australia