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Deconstructing the Experience of the Local: Toward a Radical Pedagogy of Place | Ruitenberg | Philosophy of Education Archive
"A radical pedagogy of place is a pedagogy of “place” under deconstruction, a pedagogy that understands experience as mediated, that understands the “local” as producing and being produced by the trans-local, and that understands “community” as community-to-come, as a call of hospitality to those outside the com-munis. In a radical pedagogy of place, students are taught to see the multiplicity of and conflicts between interpretations of a place, the traces of meanings carried by the place in the past, the openness to future interpretation and meaning-construction. A radical pedagogy of place does not pretend to offer answers to or “correct” interpretations of hotly contested places. A forest is a site of economic benefit to the logging and tourism industry, as well as an ecosystem, as well as land formerly inhabited by Indigenous people. An inner city neighborhood is a crime statistic, as well as an architectural site, as well as a social system held together by resilience and solidarity. A radical pedagogy of place acknowledges the local contextuality of discourse and experience, but it examines this locality for trans-local traces, for the liminal border- zones, for the exclusions on which its communal identity relies. It encourages not entrenchment in one’s locality and community but rather hospitality and openness.

It is ironic that one of the strengths of place-based education, touted by Orr and others, is that it forces educators and students alike to think and work in interdisciplinary ways: to leave the home of their discipline, to wander and engage in relationships with other disciplines. The hybridity of interdisciplinary approaches needed for place-based education is not possible without a certain nomadism. It might be objected that successful interdisciplinary work is possible only if the theorist is sufficiently rooted in the “home” discipline not to get lost in the wandering. This only underscores, however, that a home is not a home until one can leave it and open it to the other — otherwise, it is a prison.

If one wishes to educate students to have a commitment to their social and ecological environment, one needs to start with an emphasis on commitment rather than on locality or community. Despite the commonly used metaphor, human beings do not grow actual roots on which they depend for their physical, intellectual, or ethical nourishment. Instead, nomads who have learned the ethical gestures of hospitality and openness to a community-to-come will bring nourishment to any place in which they land."
claudiaruitenberg  community  communities  learning  commitment  place  location  local  2005  via:steelemaley  nomads  neo-nomads  roots  ecology  interdisciplinary  education  pedagogy  place-basededucation  environmentaleducation  davidorr  michaelpeters  jacquesderrida  thomasvanderdunk  gregorysmith  mckenziewark  robinusher  janicewoodhouse  cliffordknapp  paultheobald  shaungallagher  henrygiroux  anthropology  experience  radical  radicalpedagogy  johncaputo  drucillacornell  canon  place-basedlearning  place-based  place-basedpedagogy 
march 2013 by robertogreco
David Orr - What Is Education For? Six myths about the foundations of modern education, and six new principles to replace them [by David Orr]
"The plain fact is that the planet does not need more "successful" people. But it does desperately need more peacemakers, healers, restorers, storytellers, and lovers of every shape and form. It needs people who live well in their places. It needs people of moral courage willing to join the fight to make the world habitable and humane. And these needs have little to do with success as our culture has defined it."

Myths: [1] ignorance is a solvable problem…[2] with enough knowledge & technology we can manage planet Earth…[3] knowledge is increasing & by implication human goodness…[4] we can adequately restore that which we have dismantled…[5] the purpose of education is that of giving you the means for upward mobility & success…[6] our culture represents the pinnacle of human achievement…

New principles: [1] all education is environmental education…[2] The goal of education is not mastery of subject matter, but of one's person…[3] knowledge carries with it the responsibility to see that it is well used in the world…[4] we cannot say that we know something until we understand the effects of this knowledge on real people & their communities…[5] the importance of "minute particulars" & the power of examples over words…[6] the way learning occurs is as important as the content of particular courses…

[Ends with a list of what graduates should know, including "how to live well in a place"]

"the laws of thermodynamics
the basic principles of ecology
carrying capacity
energetics
least-cost, end-use analysis
how to live well in a place
limits of technology
appropriate scale
sustainable agriculture and forestry
steady-state economics
environmental ethics"

[Update: new URL: http://www.context.org/iclib/ic27/orr/ ]
via:thelibrarianedge  sustainability  environment  activism  davidorr  highered  education  pedagogy  energy  ecology  learning  interdisciplinary  consumption  ethics  philosophy  power  purpose  values  unschooling  deschooling  glvo  life  lcproject  tcsnmy  1991 
october 2010 by robertogreco

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