A Pedagogy of Place: Re-envisioning Education in the Rio Grande Valley
Abstract
This study re-envisions knowledge as a means of empowered and transformative curriculum, which stimulates the critical and social consciousness. Critical pedagogy, through the deconstruction of knowledge shapes social and historical views so that it reconsiders cultural wealth as a significant component in the sustainability of community. Thus, teaching in the Rio Grande Valley requires a critical understanding of place and an open-ended border pedagogy. Locating intersections of experience and crossing cultures, lays the groundwork for gaining an affiliation to the community. This dismantles the hegemonic perspectives of land and citizenship, as a means of critical reflection and consciousness raising. As such, this research connects to a border pedagogy, shifting the focus to the cultural knowledge, skills, resources, and histories of the community.
Presentation Description
Unavailable
Location
Stream A
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Caddel, Cecile, "A Pedagogy of Place: Re-envisioning Education in the Rio Grande Valley" (2021). Curriculum Studies Summer Collaborative. 69.
https://digitalcommons.georgiasouthern.edu/cssc/2021/2021/69
A Pedagogy of Place: Re-envisioning Education in the Rio Grande Valley
Stream A
This study re-envisions knowledge as a means of empowered and transformative curriculum, which stimulates the critical and social consciousness. Critical pedagogy, through the deconstruction of knowledge shapes social and historical views so that it reconsiders cultural wealth as a significant component in the sustainability of community. Thus, teaching in the Rio Grande Valley requires a critical understanding of place and an open-ended border pedagogy. Locating intersections of experience and crossing cultures, lays the groundwork for gaining an affiliation to the community. This dismantles the hegemonic perspectives of land and citizenship, as a means of critical reflection and consciousness raising. As such, this research connects to a border pedagogy, shifting the focus to the cultural knowledge, skills, resources, and histories of the community.
