Place Positionality and Teacher PreparationJournal of Sustainability Education (2016)
This paper explores the relationships between teacher and student length of habitation
and knowledge of place and the process of learning to teach. A qualitative analysis of social
studies instructional units developed by Indigenous and non-Indigenous pre-service teachers
working in rural and urban school settings across Alaska, considered in relation to the interns’
relationships to the communities where they were teaching provides the foundation for a
framework considering the different ways in which place-based education might be enacted.
Data analysis addresses the questions of how individual relationships with place impact the
integration of place into the classroom, how a new teacher learns to enact place-based teaching in
a way that allows his or her students to reap the benefits of this pedagogical mind-set and
whether strategies for learning how to teach in a place-based manner vary depending on the
contexts in which the students and teachers are situated.
- Place-based teaching,
- teacher preparation,
- Indigenous education,
- rural education,
- Alaska Native education
Publication DateFebruary, 2016
Citation InformationAmy Vinlove. "Place Positionality and Teacher Preparation" Journal of Sustainability Education Vol. 11 (2016) ISSN: 2151-7452
Available at: http://works.bepress.com/amyvinlove/1/
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This work is licensed under a Creative Commons CC_BY-NC International License.