Date of Award

1-1-2015

Document Type

Masters Plan B

Degree Name

Master of Science (MS)

Department

Science & Mathematics Teaching Center

Advisor

Dr. Kate M. Welsh, Chair

Second Advisor

Ms. Sylvia Parker

Third Advisor

Dr. Nevin Aiken

Abstract

David Greenwood introduced a critical pedagogy of place in the literature on environmental and place-based education over ten years ago. A critical pedagogy of place aims to engage place-based educators with critical pedagogues to challenge dominant discourse in our education of places and the environment. Through a critical pedagogy of place, students can develop solutions to both the social and environmental issues that their local places face by having a more comprehensive understanding of how social and ecological problems are connected. Because of power structures and dominant social paradigms that still exist in place-based education, I hope to revive the conversation on a critical pedagogy of place. To do this, I take a step back to reveal how power structures influence place and education. Through this analysis, the need for a critical pedagogy of place becomes evident. I review how a critical pedagogy of place has been discussed in existing literature, and how the use of a collective biography of place or narratives is a way to turn a critical pedagogy of place into practice.

Comments

Submitted in partial fulfillment of the requirements for the degree of Masters in Science in Natural Science in the Science and Mathematics Teaching Center of the University of Wyoming, 2015

Included in

Education Commons

Share

COinS