CoChat
Sign Up
Cited by 138

The DOI matches its Crossref record.

The best of both worlds: a critical pedagogy of place

Gruenewald1, David A.·2008·Environmental Education Research
DOI 10.1080/13504620802193572
Open this paper in CoChat — free account

Abstract

Taking the position that “critical pedagogy” and “place‐based education” are mutually supportive educational traditions, this author argues for a conscious synthesis that blends the two discourses into a critical pedagogy of place. An analysis of critical pedagogy is presented that emphasizes the spatial aspects of social experience. This examination also asserts the general absence of ecological thinking demonstrated in critical social analysis concerned exclusively with human relationships. Next, a discussion of ecological place‐based education is offered. Finally, a critical pedagogy of place is defined. This pedagogy seeks the twin objectives of decolonization and “reinhabitation” through synthesizing critical and place‐based approaches. A critical pedagogy of place challenges all educators to reflect on the relationship between the kind of education they pursue and the kind of places we inhabit and leave behind for future generations.“Place + people = politics.”—Williams (2001 Williams, T., 2001. Red: Passion and patience in the desert. New York: Pantheon Books; 2001. [Google Scholar], p. 3)

Overview

Integrity signals

Registry

Crossref · 10.1080/13504620802193572

Cites

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • The combination of critical pedagogy and place-based education is an attempt to rectify neglect of the social underpinnings of what constitutes environment.

    “To some extent, the combination of critical pedagogy and place-based education (e.g.Gruenewald 2008) is an attempt to rectify neglect of the social underpinnings of what constitutes environment.”

    From An African-centred approach to land education (2014) · cites this paper as Gruenewald 2008

Citations

Cites

No references could be resolved yet.

Research works printed but not linked: 67

  1. 10.1177/0022487101052003002 · DOI
  2. Aronowitz S., 1993, Education still under siege
  3. Berg P., 1990, Home! A bioregional reader, 35
  4. Berry W., 1992, Sex, economy, freedom and community
  5. Bowers C.A., 1993, Education, cultural myths, and the ecological crisis
  6. Bowers C.A., 1995, Educating for an ecologically sustainable culture: Rethinking moral education, creativity, intelligence, and other modern orthodoxies
  7. Bowers C.A., 1997, The culture of denial
  8. Bowers C.A., 2001, Educating for eco‐justice and community
  9. Bullard R., 1993, Confronting environmental racism: Voices from the grassrooots
  10. Burbules N., 1999, Critical theories in education
  11. Burbules N., 2000, Globalization and education: Critical perspectives
  12. Cajete G., 1994, Look to the mountain: An ecology of indigenous education
  13. Daly H., 1996, Beyond growth
  14. Esteva G., 1998, Grass roots' postmodernism: Remaking the soil of cultures, 10.5040/9781350220546 · DOI
  15. Fien J., 1993, Environmental education: A pathway to sustainability
  16. Freire P., 1995, Pedagogy of the oppressed
  17. Freire P., 1998, Teachers as cultural workers
  18. Freire P., 1987, Literacy: Reading the word and the world
  19. Giroux H., 1988, Teachers as intellectuals: Toward a critical pedagogy of learning
  20. 10.17763/haer.72.4.002577367146333n · DOI
  21. Gruenewald D., Curriculum Inquiry
  22. Gruenewald D., American Educational Research Journal
  23. Haas T., 1998, Place value
  24. Hart R., 1997, Children's participation: The theory and practice of involving young citizens in community development and environmental care
  25. Harvey D., 1996, Justice, nature, and the geography of difference
  26. Haymes S., 1995, Race, culture and the city: A pedagogy for Black urban struggle
  27. hooks b., 1990, Yearning: Race, gender, and cultural politics
  28. hooks b., 1992, Black looks: Race and representation
  29. Huckle J., 1996, Education for sustainability
  30. Knapp C., 1996, Just beyond the classroom
  31. Labaree D., 1997, How to succeed in school without really learning
  32. Leopold A., 1968, A sand county almanac
  33. 10.3102/00028312038002253 · DOI
  34. Luke T., 1999, Capitalism, democracy, and ecology: Departing from Marx
  35. Marable M., 1996, Speaking truth to power: Essays on race, resistance, and radicalism
  36. Massey D., 1994, Space, place, and gender
  37. McGinnis V., 1999, Bioregionalism
  38. McLaren P., 1997, Revolutionary multiculturalism: Pedagogies of dissent for the new millennium
  39. McLaren P., 2003, Life in schools
  40. 10.1080/01619569009538705 · DOI
  41. McNeil L., 2000, Contradictions of school reform: Educational costs of standardized testing
  42. O'Sullivan E., 1999, Transformative learning: Educational vision for the 21st century
  43. Orr D., 1992, Ecological literacy
  44. Orr D., 1994, Earth in mind
  45. Pinar W., 1991, Curriculum as social psychoanalysis, 65
  46. Popkewitz T., 1991, A political sociology of educational reform
  47. Sale K., 1985, Dwellers in the land: The bioregional vision
  48. Salleh A., 1997, Ecofeminism as politics: Nature, Marx and the postmodern
  49. Simon R., 1987, Language Arts, 64, 370, 10.58680/la198725523 · DOI
  50. 10.1177/003172170208300806 · DOI
  51. Smith G., 1999, Ecological education in action: On weaving education, culture, and the environment
  52. Smith N., 1993, Place and the politics of identity, 67
  53. 10.4324/9781410601049 · DOI
  54. Sobel D., 1993, Children's special places
  55. Sobel D., 1996, Beyond ecophobia: Reclaiming the heart in nature education
  56. Sobel D., 1998, Mapmaking with children
  57. Soja E., 1989, Postmodern geographies: The reassertion of space in critical social theory
  58. Tanner T., 1998, Environmental Education Research, 4
  59. Theobald P., 1990, Peabody Journal of Education, 67
  60. Theobald P., 1997, Teaching the commons: Place, pride, and the renewal of community
  61. Theobald P., 2000, Forum for applied research and public policy, 15, 106
  62. Thomashow M., 1996, Ecological identity
  63. Traina F., 1995, Perspectives in bioregional education
  64. Warren K., 2000, Ecofeminist philosophy: A western perspective on what it is and why it matters
  65. Weyer H., 2000, Escuela. [Film]
  66. Williams T., 2001, Red: Passion and patience in the desert
  67. Woodhouse J., 2000, Place‐based curriculum and instruction

Cited by

Sorted by citations

Metadata

Authors
Gruenewald1, D. A.
Venue
Environmental Education Research
Publisher
Informa UK Limited
Published
2008-06-01
Volume
14
Issue
3
Pages
308-324
ISSN
  • 1350-4622
  • 1469-5871
DOI
10.1080/13504620802193572
Cited by
138
References
0
Language
en

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review