Reframing primary curriculum through concepts of place

Power, Kerith; Green, Monica

Title: Reframing primary curriculum through concepts of place
Creator: Power, Kerith; Green, Monica
Date: 2014
Type: Text; Journal article
Identifier: http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/162123
Identifier: vital:12625
Identifier: https://doi.org/10.1080/1359866X.2014.896869
Identifier: ISBN:1359-866X
Abstract: Australian curricula name "sustainability" as a key priority area with implications for preparing pre-service teachers. In the research that generated this paper, we asked: How can framing teaching through space and place inform pre-service teachers' pedagogical thinking and practice? In new third year Bachelor of Education (primary) subject Understanding Space and Place, Australian teacher education students shared online responses to focus questions and readings framing education through place, designed and taught a unit of study "beyond the classroom" to children in their professional placements and reflected on changes in their theoretical, philosophical, and curriculum goals. Data from these forum posts were analysed through Somerville's three "enabling place pedagogy" categories of embodiment, storylines, and cultural contact zones. Many students came to re-imagine their teaching roles and understand how a place pedagogy framework can operate to expand the possibilities of teaching and learning sustainability through creative and embodied place-making experiences in local places. © 2014 © 2014 Australian Teacher Education Association.
Publisher: Routledge
Relation: Asia-Pacific Journal of Teacher Education Vol. 42, no. 2 (2014), p. 105-118
Rights: This metadata is freely available under a CCO license
Subject: 1301 Education Systems; 1302 Curriculum and Pedagogy; 1303 Specialist Studies In Education; Curriculum; Place pedagogy; Primary school; Sustainability; Teacher education
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