Re-inhabiting place in contemporary rural communities: Moving toward a critical pedagogy of place

Heather Zimmerman and Jennifer Weible’s (Cult Stud Sci Educ, 2016 ) use of place-based pedagogy in high school science education honors their participants’ lived experiences and the rural communities from which they come. They raise an unresolved tension in their findings: Why did the youth in their...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Cultural studies of science education 2017-03, Vol.12 (1), p.33-43
Hauptverfasser: Huffling, Lacey D., Carlone, Heidi B., Benavides, Aerin
Format: Artikel
Sprache:eng
Schlagworte:
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung:Heather Zimmerman and Jennifer Weible’s (Cult Stud Sci Educ, 2016 ) use of place-based pedagogy in high school science education honors their participants’ lived experiences and the rural communities from which they come. They raise an unresolved tension in their findings: Why did the youth in their study, who clearly learned a lot about the local watershed, not feel empowered or knowledgeable enough to propose collective, action-oriented strategies to address the poor quality of the water? We use this tension as a focus point of our response, drawing on one author’s (Huffling’s) biography and David Gruenewald’s (Educ Res 32:3–12, 2003 . doi: 10.3102/0013189X032004003 ) critical pedagogy of place to re-imagine the curriculum that Zimmerman and Weible describe. We provide strategies that align with Gruenewald’s ( 2003 ) constructs of decolonization and reinhabitation that could promote youths’ collective empowerment.
ISSN:1871-1502
1871-1510
DOI:10.1007/s11422-016-9756-2