Education should both serve the well-being of actual places and confront dominant cultural assumptions.

Evidence

Place-based pedagogies are needed so that the education of citizens might have some direct bearing on the wellbeing of the social and ecological places people actually inhabit. Critical pedagogies are needed to challenge the assumptions, practices, and outcomes taken for granted in dominant culture and in conventional education. Chief among these are the assumptions that education should mainly support individualistic and nationalistic competition in the global economy and that an educational competition of winners and losers is in the best interest of public life in a diverse society. — David A. Gruenewald, The Best of Both Worlds, 24

Categorization

• ADDENDUM: Directly relevant to the Eco-Justice polyad — this is the core thesis that ‘critical’ and ‘place-based’ pedagogies are complementary rather than competing, the synthesis framing this reading was assigned to bridge.
• 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; Balancing economic and environmental concerns secures credibility for place-based education. — David Sobel, Place-Based Education: Connecting…, 91; Public schools should cultivate ethical thought about cultural patterns harming life — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education: Toward Diverse,…, 226

Related

• Place-based and critical pedagogies split along rural-ecological versus urban-social lines. (similarity 0.86)
• Place-based environmental schooling can exist without critiquing modernity’s assumptions (similarity 0.86)
• A critical pedagogy of place merges localized action with geography-aware critical pedagogy. (similarity 0.85)
• Place-based education rejects generic models in favor of locale-specific approaches. (similarity 0.85)
• Balancing economic and environmental concerns secures credibility for place-based education. (similarity 0.85)
• Place-based education requires place-specific balancing of economic and environmental concerns (similarity 0.83)
• Public schools should cultivate ethical thought about cultural patterns harming life (similarity 0.82)
• Place-based programs weave environmental values in without letting them dominate any work domain. (similarity 0.81)
• Place-based education organizes work into four balanced domains of practice. (similarity 0.79)
• David A. Gruenewald — The Best of Both Worlds A Critical Pedagogy of Place (similarity 0.78)
• Decolonization and reinhabitation become twin mutually-implied goals of place pedagogy. (similarity 0.78)
• Environmental problems require cultural analysis, not just scientific study (similarity 0.78)

Broader Connections

• Public schools should cultivate ethical thought about cultural patterns harming life #corroborates (0.75) — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education, 226