Re-inhabiting place in contemporary rural communities: Moving toward a critical pedagogy of place

Huffling, Lacey D.; Carlone, Heidi B.; Benavides, Aerin W.

doi:10.1007/s11422-016-9756-2

Cited by 19 publications

(17 citation statements)

References 9 publications

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“…Eppley (2016) constrói seu texto concordando com os argumentos de Zimmermane e Weible (2016) e afirma que a educação científica ideal é a que envolve os estudantes em seu contexto ecológico, ao mesmo tempo em que os envolve com os contextos socioculturais e econômicos do local, pois, essa forma de educar cientificamente, auxilia o desmantelamento de obstáculos à justiça social na zona rural. Huffling et al (2016) inferem que uma das estratégias para o empoderamento dos jovens da zona rural é utilizar o ensino de ciências para olhar os problemas e a realidade local, promovendo um diálogo crítico acerca das estruturais sociais.…”

Section: A Educação Rural Nos Artigos Internacionais Da áRea De Educaunclassified

“…Outros autores aproximam a educação em ciências da realidade local através de perspectivas críticas, pois acreditam que essas podem auxiliar no alcance da justiça social. Huffling et al (2016) hibridizam o ensino de ciências e as questões da realidade através de um diálogo crítico acerca das estruturas sociais para valorizar a cultura local e estimular o pensamento crítico nos estudantes rurais. Eppley (2016) procura envolver os estudantes em suas realidades e examinar conflitos com discursos oficiais, construindo um discurso híbrido entre os contextos socioculturais e econômicos locais e o ensino de ciências, para oportunizar que seus alunos lutem por justiça social.…”

Section: A Educação Rural Nos Artigos Internacionais Da áRea De Educaunclassified

“…Em outros (CARDOSO e ARAÚJO, 2012;COSTA et al, 2014;EPPLEY, 2016;ABRAMS e MIDDLETON, 2016;KASSAM et. al, 2016;KINGSOLVER, 2016;HUFFLING et al, 2016;FORTUNATO, 2016;STAPLETON, 2016), o conhecimento local é visto como fonte de empoderamento da comunidade e o conhecimento científico vai ser selecionado de modo a contribuir para esse empoderamento.…”

Section: Discussão E Considerações Finaisunclassified

“…Outros buscam realizar o ensino de ciências a partir de alguma questão local, ou seja, os conteúdos científicos são selecionados a partir de algum problema ou questão local (ZIMMERMAN e WEIBLE, 2016 e LOWAN-TRUDEAU, 2016). Também percebemos modificações das práticas de ensino de ciências no contato com a realidade do campo/rural, seja para se adequarem a uma realidade específica (BORGERDING, 2016), para favorecer a capacidade de luta por justiça social (EPPLEY, 2016), provocar o questionamento acerca da realidade e das estruturas sociais (HUFFLING et al, 2016) ou para desconstruir estereótipos (KINGSOLVER, 2016).…”

Section: Discussão E Considerações Finaisunclassified

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Educação Do Campo Na Voz Da Pesquisa Em Educação Em Ciências

Souza

Ostermann

Rezende

2020

Ens. Pesqui. Educ. Ciênc. (Belo Horizonte)

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RESUMO: O número expressivo de cursos de licenciatura em educação do campo com ênfase em ciências da natureza, iniciados a partir de 2009 no Brasil, torna relevante a relação entre educação em ciências e educação do campo. Levantamos, na literatura nacional e internacional em educação em ciências, artigos que abordavam a educação do campo e analisamos como era construída discursivamente a aproximação com essa área. Uma análise Bakhtiniana sugeriu discursos híbridos valorizando a realidade local, mas se apropriando do conhecimento científico e/ou do ensino de diferentes maneiras: sem modificação de conteúdos pré-selecionados; com seleção de conteúdos a partir de problemas locais; e com modificações das práticas de ensino. Consideramos os últimos grupos adequados ao que conceituamos como educação científica do campo.

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Section: A Educação Rural Nos Artigos Internacionais Da áRea De Educaunclassified

Section: Discussão E Considerações Finaisunclassified

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Educação Do Campo Na Voz Da Pesquisa Em Educação Em Ciências

Souza

Ostermann

Rezende

2020

Ens. Pesqui. Educ. Ciênc. (Belo Horizonte)

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“…Appropriately for social work and to contexts like those of Appalachian Kentucky, PBE aligns with the teaching and learning objectives of critical pedagogies which attend to issues of power (Gruenewald, 2003a;2003b). Adopting a critical stance toward place adds to PBE the aims of what Gruenewald (2003a;2003b) terms 're-inhabiting' our environments for wellness, sustainability, and justice, and 'decolonizing' place by changing how we conceive and engage within environments of exploitation and oppression (see also Huffling, Carlone, & Benavides, 2017). This means extending student learning beyond understanding toward action and transformation; which also requires engagement beyond the classroom.…”

Section: Teaching and Learningmentioning

confidence: 99%

Doing place : a framework for interpreting young adults' commitments to Appalachian Kentucky.

Sears¹

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Confronted with negative consequences of rural youth outmigration, many rural communities are interested in how to recruit and retain young adults. Yet, attention has largely been focused on those who leave. This study thus explores the experiences of young adults who make conscious commitments to improving the communities of Appalachian Kentucky despite many obstacles and pressures to leave. Two aims were established in this pursuit: 1) Understand and provide deep description of young adults' experience of committing to stay and work in Appalachian Kentucky and the meaning they make of these decisions and 2) Develop a context specific framework for interpretation of these decisions and processes as grounded in participant experience. Questions supporting and guiding these aims included: 1) What processes inform young adults' decisions to live and work in Appalachian Kentucky? 2) What strategies do young adults engage to maintain these commitments? And 3) How do young adults make meaning of these commitments? The nature of these questions warranted a qualitative approach designed to gain in depth understanding from individuals who have directly encountered these decisions and processes (Padgett, 2008). This study aimed at such an understanding by focusing on college educated young adults living in Appalachian Kentucky and working on social, environmental, vii and economic issues therein. The overall approach to the study was guided by Constructivist Grounded Theory, which included methods of participant observation, document review, and in-depth interviews with 30 young adults. Results include the development of three prominent processes identified in response to each study question, respectively: working out place, keeping peace in place, and connecting to the big picture. Combining these, a context specific framework titled doing place was developed to illustrate the dynamic process through which young adults came to understand, engage with, and ultimately transform Appalachian Kentucky. viii TABLE OF CONTENTS

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Rubbing elbows with them: Building capacity in STEM through science and engineering fairs

Koomen

Hedenstrom

Moran³

2021

Science Education

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Using social cultural career theory (SCCT) linked with tenets of equity, we examined the role of participation in science and engineering fairs (SEFs) on youth's science, technology, engineering, and mathematics (STEM) educational and career choices. We analyzed data for evidence of the SCCT constructs of self-efficacy, interest, and learning experiences using constructs of Native American (NA), culturally responsive, and rural equitable pedagogies. Qualitative data included semi-structured interviews, focus groups, practice presentations of SEF prtojects, classroom observations, and mentoring students. Quantitative data consisted of two surveys: STEM Semantics Survey and the Motivation Strategies for Learning Questionnaire. Qualitative results reveal how the teacher built self-efficacy using equitable pedagogy by putting the students in control of their projects, created a network of experts in various science disciplines, developed a culture of mentorship that promoted belonging, and removed barriers for student participation by blending academics with culture for NA and rural mixed socioeconomic status students. She evoked asset-based pedagogies that inspired students to further their education and go into STEM fields. Quantitative findings reveal former student's orientation to participation in science fair activities related to their high interests, perceptions of a challenge, curiosity, and emerging mastery, where students demonstrated high [Correction added on February 17, 2021, after initial publication on February 04, 2021; the displayed quote in the section entitled "Dr. Olson successfully petitioned…" was initially placed as text due to a production error and has been reinstated.] dispositions in science and engineering and self-identified as STEM people. Implications include the use of SCCT, linked with equitable pedagogies to understand interest in STEM fields, mentoring, tapping into the expertise of local professionals to support development of projects, and navigating cultural barriers to provide access for underrepresented youth.

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Re-inhabiting place in contemporary rural communities: Moving toward a critical pedagogy of place

Cited by 19 publications

References 9 publications

Educação Do Campo Na Voz Da Pesquisa Em Educação Em Ciências

Educação Do Campo Na Voz Da Pesquisa Em Educação Em Ciências

Doing place : a framework for interpreting young adults' commitments to Appalachian Kentucky.

Rubbing elbows with them: Building capacity in STEM through science and engineering fairs

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