Place- and community-based education an approach to teaching and learning that starts with the local addresses two critical gaps in the experience of many children now growing up in the United States: contact with the natural world and contact with community. It offers a way to extend young people 's attention beyond the classroom to the world as it actually is, and to engage them in the process of devising solutions to the social and environmental problems they will confront as adults. This approach can increase students engagement with learning and enhance their academic achievement.

Envisioned as a primer and guide for educators and members of the public interested in incorporating the local into schools in their own communities, this book explains the purpose and nature of place- and community-based education and provides multiple examples of its practice. The detailed descriptions of learning experiences set both within and beyond the classroom will help readers begin the process of advocating for or incorporating local content and experiences into their schools.

"Polished, clear, insightful, and meaningful.... This volume amounts to nothing less than a complete rethinking of what progressive education can be at its best and how education can be reconceptualized as one of the central practices of a genuinely democratic and sustainable society.... It is the kind of book that has the potential to be transformative." Stephen Preskill, University of New Mexico "The editors and contributors are pioneers in the field of educational theory, policy, and philosophy.... They are opening new areas of inquiry and educational reform in ways that promise to make this book in very short time into a classic.... The practical applications and experiments included reveal the richness of grassroots initiatives already underway to bring educational theory and policy down to earth. While spanning the richest and deepest intellectual ideas and concepts, the stories told are the types that practitioners and teachers will be able to relate to in their daily undertakings." Madhu Suri Prakash, The Pennsylvania State University This volume - a landmark contribution to the burgeoning theory and practice of place-based education - enriches the field in three ways: First, it frames place-based pedagogy not just as an alternative teaching methodology or novel approach to environmental education but as part of a broader social movement known as the "Anew localism", which aims toward reclaiming the significance of the local in the global age. Second, it links the development of ecological awareness and stewardship to concerns about equity and cultural diversity. Third, it presents examples of place-based education in action. The relationship between the new localism and place-based education is clarified and the process of making connections between learners and their wider communities is demonstrated. The book is organized around three themes: Reclaiming Broader Meanings of Education; Models for Place-Based Learning; and Global Visions of the Local in Higher Education This is a powerfully relevant volume for researchers, teacher educators, and students across the fields of curriculum theory, educational foundations, critical pedagogy, multicultural education, and environmental education.

Many Christian librarians find it challenging to integrate their religion and their profession. This text helps in this integration. It provides a foundation for further discussion of library issues from a Christian perspective and provides insight into Christian librarians. Both Christian-sponsored institutions and individual librarians of a Christian denomination will benefit. This compilation of 16 essays is divided into two main parts, the first on theory and the second on practice. The first part includes chapters such as A Rationale for Integrating Christian Faith and Librarianship, The Impact of the Christian Faith on Library Service and A Philosophy of Christian Librarianship. Chapters in the second part include Library Encounters Culture, Keeping Sunday Special in the Contemporary Workplace Culture and The Role of the Library in the Character Formation of the Christian College Student. Contributors include William Fraher Abernathy, Rod Badams, Donald G. Davis, John Allen Delivuk, Kenneth D. Gill, Graham Hedges, D. Elizabeth Irish, James R. Johnson, Roger W. Phillips, Gregory A. Smith, Stanford Terhune, John B. Trotti, John Mark Tucker and Geoff Warren.

Ecological Education in Action celebrates the work of innovative educators in North America who explore ecological issues in school and non-school settings. These educators demonstrate how to reshape the thinking of children and adults to affirm the value of sufficiency, mutual support, and community.

Courses in environmental education often focus on scientific analysis and social policy -- not cultural change. Children are exposed to information regarding environmental problems and explore Such topics as endangered species, the logging of tropical rainforests, or the monitoring of water quality in local streams and rivers. Some adopt manatees or whales, or create school-wide recycling programs. These topics and efforts are without question commendable, however, missing is a recognition of the deeper cultural transformations that must accompany the shift to a more ecologically sustainable way of life.

Contributors to this volume describe courses, programs, or projects that are transformative in nature, aimed at engendering the experience of connectedness that lies at the heart of moral action. The first six chapters describe educational efforts in K-12 schools throughout North America. The next six chapters consider the work of people in higher education and nonformal educational settings and their attempts to instill an ecological perspective into the learning of college students and adult community members. The book thus creates an image of what an ecologically grounded form of education for our own era could look like.

This edited collection discusses the efforts of teachers, parents and administrators to counteract the alienation and intellectual disengagement which they perceive to be present in many American schools. Educators working in some of the best alternative primary and secondary schools across America describe their attempts to create systems which will educate diverse populations in their customs and heritages and to make schools into places characterized by intellectual vitality, personal support and strong connections to their local social environment.

Place- and community-based education an approach to teaching and learning that starts with the local addresses two critical gaps in the experience of many children now growing up in the United States: contact with the natural world and contact with community. It offers a way to extend young people s attention beyond the classroom to the world as it actually is, and to engage them in the process of devising solutions to the social and environmental problems they will confront as adults. This approach can increase students engagement with learning and enhance their academic achievement.

Envisioned as a primer and guide for educators and members of the public interested in incorporating the local into schools in their own communities, this book explains the purpose and nature of place- and community-based education and provides multiple examples of its practice. The detailed descriptions of learning experiences set both within and beyond the classroom will help readers begin the process of advocating for or incorporating local content and experiences into their schools.

"Polished, clear, insightful, and meaningful.... This volume amounts to nothing less than a complete rethinking of what progressive education can be at its best and how education can be reconceptualized as one of the central practices of a genuinely democratic and sustainable society.... It is the kind of book that has the potential to be transformative." Stephen Preskill, University of New Mexico "The editors and contributors are pioneers in the field of educational theory, policy, and philosophy.... They are opening new areas of inquiry and educational reform in ways that promise to make this book in very short time into a classic.... The practical applications and experiments included reveal the richness of grassroots initiatives already underway to bring educational theory and policy down to earth. While spanning the richest and deepest intellectual ideas and concepts, the stories told are the types that practitioners and teachers will be able to relate to in their daily undertakings." Madhu Suri Prakash, The Pennsylvania State University This volume - a landmark contribution to the burgeoning theory and practice of place-based education - enriches the field in three ways: First, it frames place-based pedagogy not just as an alternative teaching methodology or novel approach to environmental education but as part of a broader social movement known as the "Anew localism", which aims toward reclaiming the significance of the local in the global age. Second, it links the development of ecological awareness and stewardship to concerns about equity and cultural diversity. Third, it presents examples of place-based education in action. The relationship between the new localism and place-based education is clarified and the process of making connections between learners and their wider communities is demonstrated. The book is organized around three themes: Reclaiming Broader Meanings of Education; Models for Place-Based Learning; and Global Visions of the Local in Higher Education This is a powerfully relevant volume for researchers, teacher educators, and students across the fields of curriculum theory, educational foundations, critical pedagogy, multicultural education, and environmental education.

A Founding Mother fits into the genre of slave narrative. Told in first person, interior monologue, and initially set in the 17th Century. Much of the story is about the foundations of a new country and trying to find one's place in that new world. As the country develops, so too does Ruth. Uprooted from her native Africa, Ruth recollects facets of her life at times when she most needs something to guide and strengthen her. Through the novel, Ruth is party to many encounters with people like her, people trying to find a place to call home. For Ruth, her quest takes her on a perilous journey across a land where she faces constant danger and reprisal from her former master, whose child she has taken in recompense for her own child being taken from her. Her two other children provide her strength and they motivate her to journey to New York and subsequently New Orleans where she learns to settle and find peace, until her past walks back into her life when she least expects it. Through that drama she finally finds peace amongst those who really care for her and with the comfort of her African heritage.