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Pedagogy of Place: Seeing Space as Cultural Education
Additional Info:
From the Pubisher
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.
Table Of Content:
Foreword: Reflections on the Place of Curriculum
Acknowledgements
Introduction: Understanding Place as a Social Aspect of Education
ch. 1 The Construction of Public Space (Stephen M. Fain)
ch. 2 The Erosion of the Public Space (Judith Slater)
ch. 3 The Fall of the Public Academic (Donna Adair)
ch. 4 Traces, Patterns, Texture: In Search of Aesthetic Teaching/Learning Encounters (Margaret Mcaintyre Latta)
ch. 5 An Environment for Developing Souls: The Ideas of Rudolph Steiner (Bruce Uhrmacher)
ch. 6 School as Parkland: The Re-invention of a "Story of School" (Cheryl Craig)
ch. 7 Away with All Teachers: The Cultural Politics of Home Schooling (Michael Apple)
ch. 8 Identity, Literature, Schools, and Race: Southern Writers and Literature as a Metaphor for Place (David M. Callejo)
ch. 9 Getting from Farmhouse to Schoolhouse: School Consolidation, Pupil Transportation, and the Limits of Educational Reform in Mississippi (Corey Lesseig)
Epilogue
List of Contributors
From the Pubisher
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.
Table Of Content:
Foreword: Reflections on the Place of Curriculum
Acknowledgements
Introduction: Understanding Place as a Social Aspect of Education
ch. 1 The Construction of Public Space (Stephen M. Fain)
ch. 2 The Erosion of the Public Space (Judith Slater)
ch. 3 The Fall of the Public Academic (Donna Adair)
ch. 4 Traces, Patterns, Texture: In Search of Aesthetic Teaching/Learning Encounters (Margaret Mcaintyre Latta)
ch. 5 An Environment for Developing Souls: The Ideas of Rudolph Steiner (Bruce Uhrmacher)
ch. 6 School as Parkland: The Re-invention of a "Story of School" (Cheryl Craig)
ch. 7 Away with All Teachers: The Cultural Politics of Home Schooling (Michael Apple)
ch. 8 Identity, Literature, Schools, and Race: Southern Writers and Literature as a Metaphor for Place (David M. Callejo)
ch. 9 Getting from Farmhouse to Schoolhouse: School Consolidation, Pupil Transportation, and the Limits of Educational Reform in Mississippi (Corey Lesseig)
Epilogue
List of Contributors