Pedagogy of Place
Seeing Space as Cultural Education
(Sprache: Englisch)
Pedagogy of Place focuses on the embodiment of purposefully created space resulting from the creation and enactment of its participants' cultural and social conditions. It is also about education, the purposeful creation of spaces that comprise learning...
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Pedagogy of Place focuses on the embodiment of purposefully created space resulting from the creation and enactment of its participants' cultural and social conditions. It is also about education, the purposeful creation of spaces that comprise learning environments, and the aesthetic dimensions of the created space called school. The essays present the concept of space-the place where learning happens and where the lives of student and teacher can thrive or wither-a place rich in human potential. In an attempt to address the diversity of what we define as space, Pedagogy of Place addresses issues around place and identity in three distinct strands: as social, as aesthetic, and as political and historical. As a collection, these essays are attempts to open conversations with persons interested in what counts as curriculum, teaching, and learning within the spaces and places that release human potential and nurture the human spirit.
Inhaltsverzeichnis zu „Pedagogy of Place “
Contents: William H. Schubert: Foreword: Reflections on the Place of Curriculum - David M. Callejo Pérez/Stephen M. Fain/Judith J. Slater: Introduction: Understanding Place as a Social Aspect of Education - Stephen M. Fain: The Construction of Public Space - Judith J. Slater: The Erosion of the Public Space - Donna L. Adair Breault: The Fall of the Public Academic - Margaret Macintyre Latta: Traces, Patterns, Texture: In Search of Aesthetic Teaching/Learning Encounters - Bruce Uhrmacher: An Environment for Developing Souls: The Ideas of Rudolph Steiner - Cheryl J. Craig: School as Parkland: The Re-invention of a «Story of School» - Michael W. Apple: Away with All Teachers: The Cultural Politics of Home Schooling - David M. Callejo Pérez: Identity, Literature, Schools, and Race: Southern Writers and Literature as a Metaphor for Place - Corey Lesseig: Getting from Farmhouse to Schoolhouse: School Consolidation, Pupil Transportation, and the Limits of Educational Reform in Mississippi - David M. Callejo Pérez/Stephen M. Fain/Judith J. Slater: Epilogue.
Autoren-Porträt
David M. Callejo Pérez is Assistant Professor of Curriculum Studies and Foundations at the University of Nebraska-Lincoln. His research focuses on the role of identity and literature formation. Callejo Pérez is the author of Southern Hospitality (Peter Lang, 2001).Stephen M. Fain teaches courses in curriculum history and theory at Florida International University, where he is also Fellow in the Honors College. His interests include school improvement and curriculum development. Fain is co-editor of The Freirean Legacy (Peter Lang, 2002).
Judith J. Slater is Professor of Education at Florida International University, where she teaches courses in curriculum theory, evaluation, and organizational culture. Slater is the author of Anatomy of Collaboration and Acts of Alignment (Peter Lang, 2000), as well as other books and articles.
Bibliographische Angaben
- 2003, Neuausgabe, XXVIII, 232 Seiten, mit Abbildungen, Maße: 15 x 22,5 cm, Kartoniert (TB), Englisch
- Herausgegeben: David M. Callejo Pérez, Steve Fain, Judith J. Slater
- Verlag: Peter Lang Ltd. International Academic Publishers
- ISBN-10: 0820469106
- ISBN-13: 9780820469102
- Erscheinungsdatum: 18.11.2003
Sprache:
Englisch
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