Re-inhabiting place in contemporary rural communities: Moving toward a critical pedagogy of place
Cultural Studies of Science Education
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.
Huffling, Lacey D., Heidi B. Carlone, Aerin W. Benavides.
"Re-inhabiting place in contemporary rural communities: Moving toward a critical pedagogy of place."
Cultural Studies of Science Education, 12 (1): 33-43: Springer.
doi: https://doi.org/10.1007/s11422-016-9757-1 source: https://doi.org/10.1007/s11422-016-9757-1