place of learning presentation slides
TRANSCRIPT
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The Place of LearningThinking about place, home and selfhood in the curriculum
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Beginning in wonder
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[Philosophy] does not begin in something out of the ordinary, but in the bringing
to awareness of the most ordinary; it does not find its limit in something that
transcends our everyday experience, but in the very being there of that
experience;it does not find its end in a space or time beyond, but only in thisplace(Malpas, 2006)
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A particular place on earth can be a kind of curricular lens through which all
traditional school subjects may be closely examined. The immediacy and
relevance of place in the lives of students can be a huge catalyst to deep
learning learning at the level of understanding. The discovery that develops
in attempts to find out why the place looks and feels as it does yields a kind ofintellectual satisfaction that cannot be matched even by the complete mastery
of a disconnected textbook curriculum.(Theobald and Siskar, 2008)
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Why talk about place and identity in our times?
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In much contemporary discussion, place is a notion that has been viewed
with a great deal of suspicion as a romantic affectation or as arising out of
some sedentary conservatism.(Malpas, 1999)
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The politics of home have had a fraught and vicious history on the continent, and perhaps
that explains how they have been set aside, and so deliberately ignored. But belonging can
be reinterpreted and that's where a host of seemingly unrelated cultural responses to our
predicament seem to be forging a new understanding
Rather, the politics of home is an ongoing project, something that has to be constantly
renewed and recreated; belonging is about shared commitment, as relevant, Idiscovered,
on the moors of North Yorkshire where Igrew up, as on the streets of London's East End
where Inow live.(Madeleine Bunting, in The Guardian, October 2009)
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Place as possibility
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Places, at least in part, make us who we are. In so far as they do this, they also have a
bearing on who we will be. A child born into a placeless world would be surely
impoverished by such a dire circumstance. Places are part of the inheritance we pass on
to future generations,yet as many a writer has noted, we have been busy in recent
decades creating a world without places, or at the very least a world in which all places
seem alike. I believe that asserting the importance of place, far from betraying an
underlying conservatism, is to assert the future of possibility. Places are where the
future germinates, where possibilities emerge. In Search of Lost Place
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..the idea of place does not so much bring a certain politics with it, as define the very
frame within which the political itself must be located.(Malpas, 1999)
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Finding Oneself
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While a liberal education encouraged students to open their eyes to the world around
them and see possibilities of social progress, global perspectives teach them to gaze
inwards at themselves and internalize limited human aspirations. In other words, it
seeks to deny them their humanity.(Standish, 2008)
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...the claim is that we are the sort of thinking, remembering, experiencing creatures we
are only in virtue of our active engagement in place; that the possibility of mental life is
necessarily tied to such engagement, and so to the places in which we are engaged; and
that, when we come to give content to our concepts of ourselves and to the idea of our
own self-identity, place and locality play a central role our identities are, one can say,
intricately and essentially place-bound.(Malpas, 1999)
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Homecoming?
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The home-place Iknew then was not the whole, or even the essence of the place to
which Inow return. The movement of such a journey of departure and homecoming is
from part to whole and back to part. But the second part is a part that directly reflects
the whole, for nowIknow my home in the light of the larger place-world through which
Ihave travelled. HadIremained at home and not left, Iwould never have come to see itin such a different and more complete light. The longest way around is the shortest way
home.(Casey, 1993)
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Genuine education leads us back to ourselves, to the place we are (the Da of ourSein),
teaches us to dwell (wohnen) here and transforms us in the process. This
transformative journey back to ourselves is not a flight away from the world into
thought, but a reflexive return to the fundamentalrealm of the human sojourn. The
goal of this educational odyssey remains simple but revolutionary: To bring us full circle
back to ourselves, by first turning us away from the world in which we are most
immediately immersed and then turning us back to this world in a more reflexive way.
(Thomson, 2005)
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Directions for research?
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Good precedents:
Young PeoplesGeographies
LivingG
eographyWhereWill I Live?
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In the pipeline:
Maps of Memory A potential Heritage Lottery funded project that will see young
people in Sheffield exploring their industrial heritage from a geographical perspective.
Using photographic fieldwork methods, interviewing techniques and archival researchyoung people will work together to create online maps of memory and exhibition The
project will be fully peer-evaluated.
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In the pipeline:
MyPlace, My City, MyWorld a proposed three-year project that would be funded
by the Paul Hamlyn Foundation. The Geographical Association would roll out a
nationwide programme of place-based community geography. Focused primarily ondeveloping the speaking and listening capacities of 11-14 year olds in real-world
settings.
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Research:
-Tied in with MyPlace, My City, MyWorld
-Participatory; working directly with teachers and young people who are taking
part in the project-Use of diaries, blogs, Nings?
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The question I am asking:
As young people take part in MyPlace, My City, MyWorld and Maps of
Memory are their existing notions and beliefs about their place, their home,challenged?