Place-Based Social Studies Teacher Education: Learning to Teach for Ecological Citizenship While Investigating Local Waste Issues

Informing, transforming, inquiring: Approaches to elementary social studies in methods course syllabi

“…These approaches include the centering of anti-racist pedagogy and racial competence (Buchanan, 2016;Busey & Vickery, 2018;Hawkman, 2018;Martell, 2017), the critical teaching of the Civil Rights Movement (Buchanan, 2015;Gilbert, 2018), critical and transformative pedagogy (Alarc on, 2016;Alarc on & Bellows, 2018;Ukpokodu, 2003), feminism (Saylor, 2018), Indigenous sovereignty (Sabzalian & Shear, 2018), the reframing of citizenship, community, and patriotism Mathews & Adams, 2016), democratic practice (Payne, 2017), immigration (Ward, 2018), countering Islamophobia (Rodríguez, 2018a), LGBTQ topics , and posthumanist perspectives on meat-eating (Wright-Maley, 2018). These approaches fit within more general calls in social studies teacher education for humanizing pedagogy (Blevins & Talbert, 2016); earthen, place-based pedagogy (Kissling, 2016;Kissling et al, 2018), anti-racist pedagogy (Howard, 2003;King, 1995;King & Chandler, 2016;King & Simmons, 2018;Ladson-Billings, 2003), and social justice pedagogy (Sibbett & Au, 2018).…”

A paradox of place: civic education in the rural south

“…For example, Gruenewald (2003) suggests place is "a pathway to authentic democratic participation" as it gives context to primary experience and relationships (p. 645). However, few studies examine the complexities of place in education (Nespor, 2008), including the field of social studies (see Blankenship et al, 2016;Clark, 2017;Kissling, 2016). Rural teachers are particularly alienated by the deficit because place-based education holds potential to address enduring rural problems such as community sustainability (Biddle and Azano, 2016).…”