Decolonization and reinhabitation become twin mutually-implied goals of place pedagogy.
Evidence
Decolonization and Reinhabitation A critical pedagogy of place, moreover, proposes two broad and interrelated objectives for the purpose of linking school and place-based experience to the larger landscape of cultural and ecological politics: decolonization and reinhabitation. These goals broadly mirror the thematic emphases of critical pedagogy and ecological place-based education, respectively. They are presented here separately (and in no hierarchical order) for the purpose of articulating the twin social and ecological objectives of a critical pedagogy of place. One should keep in mind, however, that they are really two dimensions of the same task. — David A. Gruenewald, The Best of Both Worlds, 85
Categorization
- DEFINE: Names the two anchor objectives of the synthesized pedagogy.
- XREF: connects to: A critical pedagogy of place merges localized action with geography-aware critical pedagogy. — David A. Gruenewald, The Best of Both Worlds: A Critical…, 83; Literacy of words and literacy of world-experience reinforce one another. — David A. Gruenewald, The Best of Both Worlds: A Critical…, 44; Place-based environmental schooling can exist without critiquing modernity’s assumptions — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education: Toward Diverse,…, 1844 (+3 more)
Related
- A critical pedagogy of place merges localized action with geography-aware critical pedagogy. (similarity 0.84)
- Place-based and critical pedagogies split along rural-ecological versus urban-social lines. (similarity 0.81)
- David A. Gruenewald — The Best of Both Worlds A Critical Pedagogy of Place (similarity 0.81)
- Colonial displacement severs the naturalistic link between birthplace and cultural identity. (similarity 0.79)
- Understanding communal philosophies is necessary for genuine mental decolonisation. (similarity 0.79)
- Place-based education rejects generic models in favor of locale-specific approaches. (similarity 0.79)
- Education should both serve the well-being of actual places and confront dominant cultural assumptions. (similarity 0.78)
Broader Connections
- Place-based environmental schooling can exist without critiquing modernity’s assumptions
#contradicts(0.80) — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education, 1844 - Understanding communal philosophies is necessary for genuine mental decolonisation.
#complicates(0.78) — Frans Dokman, Beyond Bantu Philosophy_…, 376 - Decolonization must transform inner consciousness as much as social structures
#expands(0.75) — Aimé Césaire, Discourse on Colonialism, 352 - Colonial displacement severs the naturalistic link between birthplace and cultural identity.
#qualifies(0.75) — Stuart Hall, Essential Essays, Volume 2, 1191