EDUCATION AND PLACE: A REVIEW ESSAY
EDUCATION AND PLACE: A REVIEW ESSAY
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DOI：
10.1111/j.1741-5446.2008.00301.x
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发表时间：
2008-11-01
影响因子：
1
通讯作者：
Nespor, Jan
中科院分区：
文献类型：
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作者：
Nespor, Jan
在这篇评论文章中，Jan Nespor 使用了最近对地方教育的三篇贡献：Paul Theobald 的《Teaching the Commons》，C.A.鲍尔斯的《振兴公共资源》以及大卫·格鲁内瓦尔德和格雷戈里·史密斯编辑的《全球时代的地方教育》一书，探讨了该领域的一些基本概念和实践问题。一是在地方教育理论中如何定义“地方”，特别是如何将地方的道德化理想化与有问题的区别（地方/非地方、城市/乡村、地方/全球等）交织在一起，实际上可能使我们更难理解教育和地方。第二个是在该领域的理论表述中如何解决或不解决阶级、种族、性别和其他形式的差异。最后，Nespor 探讨了在这些领域阐明地方教育愿景的问题。具有更大的社会或政治运动的文本，以改变学校教育和环境实践。
In this review essay, Jan Nespor uses three recent contributions to place-based education, Paul Theobald's Teaching the Commons, C.A. Bowers's Revitalizing the Commons, and David Gruenewald and Gregory Smith`s edited volume Place-Based Education in the Global Age, to examine some fundamental conceptual and practical issues in the area. One is how "place'' is defined in place-based education theory, and in particular how moralizing idealizations of place woven into problematic distinctions (place/nonplace, urban/rural, local/global, and so on) may actually make it harder for us to understand education and place. A second is how class, ethnicity, gender, and other forms of difference are addressed or not - in the field's theoretical formulations. Finally, Nespor explores problems of articulating the visions of place-based education in these texts with larger social or political movements to transform schooling and environmental practices.