‘Coming to aplacenear you?’ The politics and possibilities of a critical pedagogy of place-based education
Open Access
- 15 January 2011
- journal article
- research article
- Published by Taylor & Francis Ltd in Asia-Pacific Journal of Teacher Education
- Vol. 39 (1), 3-16
- https://doi.org/10.1080/1359866x.2010.540894
Abstract
It may seem something of a paradox that in a globalised age where notions of interdependence, interconnectedness and common destinies abound, the ‘local’, with its diversity of cultures, languages, histories and geographies, continues to exercise a powerful grip on the human imagination. The ties that bind us have global connections but are anchored in a strong sense of locality. This paper explores the theoretical foundations of place-based education (PBE) and considers the merits and limitations of current approaches with particular reference to Australian studies. The authors argue that there is a place for PBE in schools but contend that it must be informed by a far more critical reading of the notions of ‘place’, ‘identity’ and ‘community’. The implications of pursuing a critical pedagogy of place-based education are discussed with reference to curriculum, pedagogy and teacher education.Keywords
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