Interdisciplinary Approaches to Pedagogy and Place-Based Education: From Abstract to the Quotidian

218 Pages·2017·9.17 MB·English

by  Deric Shannon

Interdisciplinary Approaches
to Pedagogy and Place-Based
Education
DericShannon(cid:129)JefferyGalle
Editors
Interdisciplinary
Approaches to
Pedagogy and Place-
Based Education
From Abstract to the Quotidian
Editors
DericShannon JefferyGalle
EmoryUniversity EmoryUniversity
Oxford,Georgia,USA Oxford,Georgia,USA
ISBN978-3-319-50620-3 ISBN978-3-319-50621-0(eBook)
DOI10.1007/978-3-319-50621-0
LibraryofCongressControlNumber:2017940397
©TheEditor(s)(ifapplicable)andTheAuthor(s)2017
This work is subject to copyright. All rights are solely and exclusively licensed by the
Publisher,whetherthewholeorpartofthematerialisconcerned,specificallytherightsof
translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on
microfilms or in any other physical way, and transmission or information storage and
retrieval,electronicadaptation,computersoftware,orbysimilarordissimilarmethodology
nowknownorhereafterdeveloped.
Theuseofgeneraldescriptivenames,registerednames,trademarks,servicemarks,etc.inthis
publicationdoesnotimply,evenintheabsenceofaspecificstatement,thatsuchnamesare
exemptfromtherelevantprotectivelawsandregulationsandthereforefreeforgeneraluse.
Thepublisher,theauthorsandtheeditorsaresafetoassumethattheadviceandinformation
in this book are believed to be true and accurate at the date of publication. Neither the
publishernortheauthorsortheeditorsgiveawarranty,expressorimplied,withrespectto
thematerialcontainedhereinorforanyerrorsoromissionsthatmayhavebeenmade.The
publisherremainsneutralwithregardtojurisdictionalclaimsinpublishedmapsandinstitutional
affiliations.
Coverimage©Westend61GmbH/AlamyStockPhoto
Printedonacid-freepaper
ThisPalgraveMacmillanimprintispublishedbySpringerNature
TheregisteredcompanyisSpringerInternationalPublishingAG
Theregisteredcompanyaddressis:Gewerbestrasse11,6330Cham,Switzerland
A
CKNOWLEDGEMENTS
Deric Shannon: I would like to thank all of my students, past, present,
and future. Your patience and generosity have taught me more than any
books.
Jeffery Galle: I would like to first thank my colleagues at Oxford
College of Emory University for their insights into the ways students
learn and their devotion to our teaching and learning culture. They have
made projectslike thisone atrulycollaborative effort.
IalsowanttothankthestudentsIhavetaught(andlearnedfrom)both
inside and outside of the classroom. Our students possess a hunger for
learning that connects the liberal arts to the many places within and
beyondthe college.
Finally,IthankmyspouseJoGalleforinspiringmedailyandenriching
eachpartof the journey.
v
C
ONTENTS
1 Where We Are: Place,Pedagogy, and the OuterLimits 1
DericShannonandJeffery Galle
PartI Here
2 Teaching onthe Farm:Farm asPlacein the Sociologyof
Food andSustainability 11
DericShannon
3 Reclaiming Interiorityas PlaceandPractice 23
PatriciaOwen-Smith
4 Turning YourPlaceinto Projects 37
Scott D. Wurdinger
5 The Story of Here: Documentary FilmEducation,
Teaching Narratives, andDrawing fromthe Critical
Perspective of Place 55
Shane Burley
6 Pedagogyand Placein ScienceEducation 71
JeffreyScott Coker
vii
viii CONTENTS
7 The Potentialfor Place-Based LearningExperiences
onthe College Campus 85
JefferyGalle
PartII There
8 Stepping offthe Page: Teaching Literature
with aPedagogyof Place 105
MatthewMoyle
9 Public EducationAgainst NeoliberalCapitalism:
Illustrations andOpportunities 117
William Armaline
10 Queering Place: Usingthe Classroom toDescribe
the World 135
AbbeyS Willis
11 Seeking Peace, Seeking Justice:Place-based
Pedagogies andGlobal Connections 147
JillPetersen Adamsand MargaretThomas McGehee
12 Redefining LearningPlacesin the EmergingDigital
Ecosystem 167
RebeccaFrost Davis
13 Teaching andLearningfrom Within:APlaced-Based
Pedagogyfor HeartfeltHope 191
JasmineBrown andPhoebeGodfrey
Index 209
N C
OTES ON ONTRIBUTORS
Jill Petersen Adams is Director of Experiential Learning and Adjunct
Assistant Professor in the Humanities Division at Oxford College of
Emory University. She specializes in Asian and Continental philosophy
of religion with emphases on Japan and Germany. Her current work
explores alternative conceptions of mourning and memory, focusing on
postwar issues in Hiroshima and Berlin specifically. She also works with
a Japanese Buddhist group that pursues socially engaged religious
practice with a view toward cultivating global peace and compassion,
and her pedagogical interests center on global learning and experiential
learning.
William Armaline is the director of the Human Rights Institute and an
associate professor in the Department of Sociology and Interdisciplinary
Social Sciences at San Jose State University. His areas of interest include
political economy, critical race theory and anti-racism, critical pedagogy
and transformative education, critical ethnography, inequality and youth,
prisonabolition,anddrugpolicyreform.Hisrecentpublicationsinclude:
(1) The Human Rights Enterprise: Political sociology, state power, and
socialmovements(2015,PolityPress);(2)“ThebiggestganginOakland:
Rethinking police legitimacy” (2014, Contemporary Justice Review,
17(3): 375–399).
Jasmine Brown has a B.S. in Natural Resources with a focus in
Sustainable Forest Resources from UCONN and is currently working
with the U.S. Forest Service. In the Fall she will begin a M.S in Forest
ix
x NOTESONCONTRIBUTORS
Ecosystems and Society at Oregon State University. She is also a spoken
word poetwho recentlycompetedat acollegiate national competition.
Shane Burley has been working on housing issues—particularly through
film and narrative—for years through Take Back the Land, Occupy Our
Homes, and the Metro Justice Housing Committee. He is currently an
independent scholar and film maker, and his most recent documentary,
Expect Resistance, looksatcontemporary housingstruggles.
Jeffrey Scott Coker is the director of the Elon Core Curriculum and
associate professor of biology at Elon University. He has published and
presented widely on experiential learning and other high-impact educa-
tional practices. His research on experiential learning began 15 years ago
while doing surveys on student research practices for state and national
scientific societies. Since then, he has led departmental studies on experi-
entiallearningatN.C.StateandinstitutionalstudiesatElonUniversity,and
helpedotherinstitutionstoimproveexperientialpracticesandcreateexperi-
ential learning requirements. For example, he recently led studies on stu-
dent outcomes related to the five “Elon Experiences” that led to the
doublingofElon’sExperientialLearningRequirementandothercurricular
changes.Hismostrecentarticleonexperientiallearningcanbefoundinthe
March2017issueoftheJournalofExperientialEducation(40:5–23).
Rebecca Frost Davis is the director for Instructional and Emerging
Technology at St. Edward’s University. Focusing on the intersections
ofdigitalpedagogyandliberaleducation,sheisco-editor(withMatthew
K.Gold,KatherineD.Harris,andJenterySayers)ofDigitalPedagogyin
the Humanities: Concepts, Models, and Experiments (a digital project
undercontractwithMLAandbeingopenlydevelopedonlineathttp://
github.com/curateteaching). At the National Institute for Technology
inLiberalEducation,sheledaninitiativetodevelopdigitalhumanitiesat
liberal arts colleges, and co-authored with Bryan Alexander “Should
Liberal Arts Campuses Do Digital Humanities?” in Debates in the
Digital Humanities (ed. M. Gold, University of Minnesota Press,
2012). Davis served on the digital working group of the AAC&U
General Education Maps and Markers project, serves on the faculty of
the AAC&U Institute for Integrative Learning and the Departments,
and is a frequent speaker on digital pedagogy, liberal education, and
intercampus collaboration.
NOTESONCONTRIBUTORS xi
JefferyGalleisAssociateProfessorofEnglishandDirectoroftheCenter
for Academic Excellence at Oxford College of Emory University. He has
recentlypresentedandpublishedessaysoninquiry-basedlearning,assess-
ment of learning, and a number of active learning strategies. A forth-
coming book co-authored by Galle on High Impact Practices will be
published in July 2015 by Rowman and Littlefield. In literary studies he
has presented and published on Christopher Marlowe and Mark Twain.
Gallehasreceivedanumberofteachingawards,rangingfromtheEnglish
Department Award for Excellence in Teaching (1994), to Arts and
Sciences Professor of the Year (2006), and the Scott Endowed Professor
ofTeachingExcellence(1996–1999).AtEmory,hewasselectedtoserve
as a Distinguished Teaching Scholar (2009). As Director of the CAE at
Oxford College, he works with faculty in an array of consultations and
programs,includingtheannualInstituteforPedagogyintheLiberalArts
(IPLA).
Phoebe Godfrey is Associate Professor-in-Residence in Sociology at
UCONN. She teaches courses titled Climate Change and Society,
SustainableSocietiesandSociologyofFood.Inherpublishing,herteach-
ing,hercommunityactivismandherlifesheattemptstoputintopractice
thatwhich she preaches.
Margaret T. McGehee is Associate Professor of English and American
StudiesatOxfordCollegeofEmoryUniversity.Herresearchandteaching
focusontwentieth-andtwenty-first-centurySouthernwomenwriters,the
Atlanta imaginary in fiction, and multiethnic U.S. literature, with a focus
on immigration experiences. Her work has appeared in Cinema Journal,
North Carolina Literary Review, Studies in American Culture, Southern
Spaces, and Gale’s American Writers series. She received her PhD in
American Studies from Emory University and MA in Southern Studies
fromthe University of Mississippi.
Matthew Moyle is Assistant Professor of French at Oxford College of
Emory University, where he teaches French language, literature and cul-
tureon alllevels. His researchfocuseson the novelsandessaysof French
author Sylvie Germain, and he has also worked on J.-M.G. Le Clézio,
Camus, and the Dardenne Brothers. He is the author most recently of
“Lemot«Dieu»commeéchodusilence”inLesessaisdeSylvieGermain:
Un espace transgénérique (CRIN 56), “Écrire le lieu qui s’inscrit: