‘The Production of Space’, in: Frans Jacobi, Imagine, Space Poetry, Copenhagen, 1996, unpaginated.

The Production of Space

http://science.sciencemag.org/content/sci/201/4359/899.2.full.pdf

Phenomenology of perception.

Culture and Imperialism

Taking the position that “critical pedagogy” and “place-based education” are mutually supportive educational traditions, this author argues for a conscious synthesis that blends the two discourses into a critical pedagogy of place. An analysis of critical pedagogy is presented that emphasizes the spatial aspects of social experience. This examination also asserts the general absence of ecological thinking demonstrated in critical social analysis concerned exclusively with human relationships. Next, a discussion of ecological place-based education is offered. Finally, a critical pedagogy of place is defined. This pedagogy seeks the twin objectives of decolonization and “reinhabitation” through synthesizing critical and place-based approaches. A critical pedagogy of place challenges all educators to reflect on the relationship between the kind of education they pursue and the kind of places we inhabit and leave behind for future generations.

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The Best of Both Worlds: A Critical Pedagogy of Place:

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Teaching to Transgress: Education as the Practice of Freedom

This article provides educators at all levels with a theoretical rationale for place-conscious education; it also discusses pedagogical pathways, and institutional challenges, to place-consciousness. Drawing on insights from phenomenology, critical geography, bioregionalism, ecofeminism, and other place-conscious traditions, the author gathers diverse perspectives on “place” to demonstrate the profoundly pedagogical nature of human experience with places. Five “dimensions of place” are described that can shape the development of a socio-ecological, place-conscious education: (a) the perceptual, (b) the sociological, (c) the ideological, (d) the political, and (e) the ecological. After discussing these, the author reframes several place-conscious educational traditions. The article concludes with an analysis of the possibilities for place-conscious education in an era that defines institutional accountability by standards and testing.

/pdf/foundations-of-place-a-multidisciplinary-framework-for-place-23xbnckvmj.pdf

Foundations of Place: A Multidisciplinary Framework for Place-Conscious Education

Contents: Preface. D.A. Gruenewald, G.A. Smith, Introduction: Making Room for the Local. Part I: Models for Place-Based Learning. C.E. Knapp, Place-Based Curricular and Pedagogical Models: My Adventures in Teaching Through Community Contexts. M. Graham, The Fringe of Nirvana: Aesthetic Places and the Art Classroom. M. Sorensen, STAR: Service to All Relations. J. Bartsch, Youth as Resources in Revitalizing Communities. E. Seneschal, Environmental Justice in Egleston Square. R. Barnhardt, Creating a Place for Indigenous Knowledge in Education: The Alaska Native Knowledge Network. Part II: Reclaiming Broader Meanings of Education. D.A. Gruenewald, Place-Based Education: Grounding Culturally Responsive Teaching in Geographical Diversity. R.M. Pyle, No Child Left Inside: Nature Study as a Radical Act. R. Tompkins, Overlooked Opportunity: Students, Educators, and Education Advocates Contributing to Community and Economic Development. P. Theobald, J. Siskar, Place: Where Diversity and Community Can Converge. Part III: Global Visions of the Local in Higher Education. M.M. Morris, Place in Leadership Formation: The Institute for Educational and Community Leadership. F. Elbaz-Luwisch, Multiculturalism, Conflict, and Struggle: Place as Meeting Ground in Israeli Education. J.I. Cameron, Learning Country: A Case Study of Australian Place-Responsive Education. M. Dubel, D. Sobel, Place-Based Teacher Education. D.A. Gruenewald, G.A. Smith, Afterword: Creating a Movement to Ground Learning in Place.

Place-Based Education in the Global Age: Local Diversity

The social justice discourse in education has been critiqued by Bowers and others for its lack of attention to a broad range of related ecological issues. This article analyzes and critiques the current discourse of social justice in the field of educational leadership and offers an expanded concept of socioecological justice in schools. Arguing that pedagogy is a critical vehicle for addressing socioecological justice, the authors develop a model for a critical pedagogy of place and describe specific instructional methodologies associated with the model. The article concludes with suggestions for a critical leadership of place intended to enhance socioecological justice in schools.

Expanding the Landscape of Social Justice: A Critical Ecological Analysis:

This article examines recent trends in environmental education (EE) and argues that its institutionalization within general education works against its own socially and ecologically transformative goals. EE emerged as a cultural response to international awareness that human beings were negatively impacting their environments and causing ecological and social crises. Yet the institutionalization of EE within general education has diluted it of its political purpose of acknowledging and transforming these crises. A Foucauldian lens is employed to explore how EE, seeking legitimacy within general education, constitutes itself as “disciplinary practice.” Disciplinary practices discussed include the EE trends of claiming contentarea integration, supporting academic standards and testing, and developing disciplinary standards specific to EE. As disciplinary practice, EE becomes absorbed by general education; consequently, its value as a political project is undermined. The absorption of EE as disciplin...

David A. Gruenewald

Papers

The Best of Both Worlds: A Critical Pedagogy of Place:

Foundations of Place: A Multidisciplinary Framework for Place-Conscious Education

Place-Based Education in the Global Age: Local Diversity

Expanding the Landscape of Social Justice: A Critical Ecological Analysis:

A Foucauldian Analysis of Environmental Education: Toward the Socioecological Challenge of the Earth Charter