ERIC Number: EJ876946
Record Type: Journal
Publication Date: 2010-Apr
Abstractor: As Provided
Reference Count: 49
A Place Pedagogy for "Global Contemporaneity"
Somerville, Margaret J.
Educational Philosophy and Theory, v42 n3 p326-344 Apr 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 o in a contact zone of contestation. These principles give rise to new emergent arts-based methodologies for developing and practising place-responsive pedagogies.
Descriptors: Critical Theory, Teaching Methods, Educational Practices, Geographic Location, Feminism, Global Approach, Story Telling, Methods, Educational Philosophy, Educational Environment, Educational Principles, Art, Place of Residence
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
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