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Grounding Education in the Environmental Humanities: Exploring Place-Based Pedagogies in the South, 1st Edition
Additional Info:
This edited volume draws together educators and scholars to engage with the difficulties and benefits of teaching place-based education in a distinctive culture-laden area in North America: the United States South. Despite problematic past visions of cultural homogeneity, the South has always been a culturally diverse region with many historical layers of inhabitation and migration, each with their own set of religious and secular relationships to the land. Through site-specific narratives, this volume offers a blueprint for new approaches to place-based pedagogy, with an emphasis on the intersection between religion and the environment. By offering broadly applicable examples of pedagogical methods and practices, this book confronts the need to develop more sustainable local communities to address globally significant challenges. (From the Publisher)
Table Of Content:
Ch 1. Introducing Place-Based Pedagogy and ‘the South’ (Joseph Witt)
Part One: PLACE, THEOLOGY, PRACTICE
Ch 2. Connecting Students (and Faculty) to Place and Animals through Contemplative Practices (Dave Aftandilian)
Ch 3. Field Trip: The Star on the Mountain: Using Hands-On Experience of Native American Stories and Technologies to Teach Children about Place, Culture, and Self (J. Albert Nungaray)
Ch 4. Memories of Home: Theological Education, Place-Based Pedagogy, and Inhabitance (Jennifer R. Ayres)
Ch 5. Teaching the Sacraments through Profane Experiences (Jill Y. Crainshaw)
Part Two: ENGAGING WITH COMMUNITY THROUGH PLACE
Ch 6. Placing Pedagogy and Sustainability in the Piedmont: Faculty and Student Engagement (Lucas Johnston)
Ch 7. Field Trip: Making Incarceration Visible: An Adventure in Shared Authority (Lisa Blee)
Ch 8. Why Do We Live Where We Do? Teaching Native American Cultural History and Anthropology in the North Carolina Piedmont (Eric E. Jones)
Ch 9. Field Trip: Deep History of the Green River Preserve (Albert Meier)
Part Three: WOUNDED PLACES, HEALING PLACES
Ch 10. Towards a New Kind of Piety: City Creeks, Place Making, and Lapsed Environmental Discourse on Florida’s Gulf Coast (Thomas Hallock)
Ch 11. Field Trip: Navigating Uncomfortable Waters: Florida’s Talbot Islands and the Kingsley Plantation (A. Whitney Sanford)
Ch 12. Teaching about Religion and HIV/AIDS among Black Men Who Have Sex with Men in Atlanta, Georgia (Charles Barber)
Part Four: ASSESSING, CONCLUDING, MOVING FORWARD
Ch 13. Field Trip: Intersections of Would, Can, and Will: What to Do When White Supremacists Come to Town (Rebekka King)
Ch 14. Pathway for Place-Based Pedagogies: A Pliable Taxonomy for Course Design and Assessment (Bobbi Patterson)
Ch 15. Field Trip: From Local Places to Global Networks: Front Porch Conversation at the Green River Preserve in Kentucky, May 2015 (Dave Aftandilian, Meredith Doster, Lucas Johnston, Bella Mukonyora, A. Whitney Sanford, and Joseph Witt)
Ch 16. Conclusion: Principles for Teaching about Place in the South (Lucas Johnston and Dave Aftandilian)
This edited volume draws together educators and scholars to engage with the difficulties and benefits of teaching place-based education in a distinctive culture-laden area in North America: the United States South. Despite problematic past visions of cultural homogeneity, the South has always been a culturally diverse region with many historical layers of inhabitation and migration, each with their own set of religious and secular relationships to the land. Through site-specific narratives, this volume offers a blueprint for new approaches to place-based pedagogy, with an emphasis on the intersection between religion and the environment. By offering broadly applicable examples of pedagogical methods and practices, this book confronts the need to develop more sustainable local communities to address globally significant challenges. (From the Publisher)
Table Of Content:
Ch 1. Introducing Place-Based Pedagogy and ‘the South’ (Joseph Witt)
Part One: PLACE, THEOLOGY, PRACTICE
Ch 2. Connecting Students (and Faculty) to Place and Animals through Contemplative Practices (Dave Aftandilian)
Ch 3. Field Trip: The Star on the Mountain: Using Hands-On Experience of Native American Stories and Technologies to Teach Children about Place, Culture, and Self (J. Albert Nungaray)
Ch 4. Memories of Home: Theological Education, Place-Based Pedagogy, and Inhabitance (Jennifer R. Ayres)
Ch 5. Teaching the Sacraments through Profane Experiences (Jill Y. Crainshaw)
Part Two: ENGAGING WITH COMMUNITY THROUGH PLACE
Ch 6. Placing Pedagogy and Sustainability in the Piedmont: Faculty and Student Engagement (Lucas Johnston)
Ch 7. Field Trip: Making Incarceration Visible: An Adventure in Shared Authority (Lisa Blee)
Ch 8. Why Do We Live Where We Do? Teaching Native American Cultural History and Anthropology in the North Carolina Piedmont (Eric E. Jones)
Ch 9. Field Trip: Deep History of the Green River Preserve (Albert Meier)
Part Three: WOUNDED PLACES, HEALING PLACES
Ch 10. Towards a New Kind of Piety: City Creeks, Place Making, and Lapsed Environmental Discourse on Florida’s Gulf Coast (Thomas Hallock)
Ch 11. Field Trip: Navigating Uncomfortable Waters: Florida’s Talbot Islands and the Kingsley Plantation (A. Whitney Sanford)
Ch 12. Teaching about Religion and HIV/AIDS among Black Men Who Have Sex with Men in Atlanta, Georgia (Charles Barber)
Part Four: ASSESSING, CONCLUDING, MOVING FORWARD
Ch 13. Field Trip: Intersections of Would, Can, and Will: What to Do When White Supremacists Come to Town (Rebekka King)
Ch 14. Pathway for Place-Based Pedagogies: A Pliable Taxonomy for Course Design and Assessment (Bobbi Patterson)
Ch 15. Field Trip: From Local Places to Global Networks: Front Porch Conversation at the Green River Preserve in Kentucky, May 2015 (Dave Aftandilian, Meredith Doster, Lucas Johnston, Bella Mukonyora, A. Whitney Sanford, and Joseph Witt)
Ch 16. Conclusion: Principles for Teaching about Place in the South (Lucas Johnston and Dave Aftandilian)