This book explores how educators can realize the potential of
critical place-based pedagogy. The authors' model leverages the
power of technology through strategies such as mobile mapping so
that students can read the world and share spatial narratives. The
same complexity that makes spaces outside the classroom ideal for
authentic, purposeful learning creates challenges for educators who
must minimize students taking wrong turns or reaching dead ends.
Instructional design process is key and the authors offer exemplars
of this from multiple disciplines. Whether students are exploring a
local community or a natural environment, place-based inquires must
include recognition of privilege and the social dynamics that
reinforce inequalities. Concluding with a discussion of the
changing social context, the authors highlight how contemporary
events add a sense of urgency to the call for a critical
place-based pedagogy-one that is more inclusive for all students.
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