Teaching rural place: Pre-service language and literacy students consider place-conscious literacy

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

Attention to place-based pedagogy in teacher education is needed if we value a conceptualization of citizenship wherein people assume responsibility for their community and its physical setting. Place-based pedagogy seeks to prepare citizens who understand their local lives and are thus prepared to participate in the democratic processes of its creation and sustainability. It is explicitly learner-centred and in its most mature form seeks democratic participation spiralling from the local to the global. In this study, I describe my own efforts with place-based pedagogy: a pen pal project between teacher candidates and local, rural second graders. Within the project, the children embraced the opportunity to explore and assert their out-of-school literacies, but the pre-service teachers' responses to the children point to the complexity involved in shifting away from decontextualized teacher education toward a model where place matters.

Original languageEnglish (US)
Pages (from-to)87-103
Number of pages17
JournalPedagogies
Volume6
Issue number2
DOIs
StatePublished - Apr 1 2011

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literacy
Teaching
teacher
language
student
education
citizenship
candidacy
sustainability
citizen
responsibility
participation
school
community
Values

All Science Journal Classification (ASJC) codes

  • Education

Cite this

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Teaching rural place : Pre-service language and literacy students consider place-conscious literacy. / Eppley, Karen.

In: Pedagogies, Vol. 6, No. 2, 01.04.2011, p. 87-103.

Research output: Contribution to journalArticle

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