A critical pedagogy of place merges localized action with geography-aware critical pedagogy.

Evidence

Given critical pedagogy’s sociological focus and place-based education’s ecological emphasis, it needs to be stressed that each discourse carefully attends to concepts and goals that are fundamental to the other. Perhaps the two most significant intersections between these traditions are place-based education’s call for localized social action and critical pedagogy’s recognition that experience, or Freire’s (1970/1995) “situationality,” has a geographical dimension. Acknowledging that experience has a geographical context opens the way to admitting critical social and ecological concerns into one’s understanding of place, and the role of places in education. This is the goal of a critical pedagogy of place. One of my purposes for naming this convergence is that place-based education, in its diverse incarnations, is currently less a pedagogy per se and more an alternative methodology that lacks a coherent theoretical framework. In other words, the goal here is to ground place-based education in a pedagogy that is socially and ecologically critical. — David A. Gruenewald, The Best of Both Worlds, 83

Categorization

• XREF: This is the explicit synthesis of critical and place-based pedagogy — exactly the bridge the reader is tracking across Eco-Justice and Reading the Landscape courses; echoes Freire’s situationality as a groundwork concept. — connects to: Education should both serve the well-being of actual places and confront dominant cultural assumptions. — David A. Gruenewald, The Best of Both Worlds: A Critical…, 24; Place-based and critical pedagogies split along rural-ecological versus urban-social lines. — David A. Gruenewald, The Best of Both Worlds: A Critical…, 28; Decolonization and reinhabitation become twin mutually-implied goals of place pedagogy. — David A. Gruenewald, The Best of Both Worlds: A Critical…, 85 (+4 more)
• DEFINE: Defines the central concept ‘critical pedagogy of place’ as named convergence of two traditions and its grounding purpose.

Related

• Place-based and critical pedagogies split along rural-ecological versus urban-social lines. (similarity 0.91)
• Place-based education rejects generic models in favor of locale-specific approaches. (similarity 0.88)
• David A. Gruenewald — The Best of Both Worlds A Critical Pedagogy of Place (similarity 0.86)
• Education should both serve the well-being of actual places and confront dominant cultural assumptions. (similarity 0.85)
• Place-based environmental schooling can exist without critiquing modernity’s assumptions (similarity 0.84)
• Decolonization and reinhabitation become twin mutually-implied goals of place pedagogy. (similarity 0.84)
• Place-based education requires place-specific balancing of economic and environmental concerns (similarity 0.78)

Broader Connections

• Place-based environmental schooling can exist without critiquing modernity’s assumptions #qualifies (0.82) — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education, 1844
• Thematic curriculum can unite every subject around a local environmental place #expands (0.78) — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education, 1842
• Landscape reading is a learned language that fosters intimacy with place #corroborates (0.74) — Tom Wessels, Forest Forensics, 9