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ADOLESCENT GEOGRAPHIES IN THE CLASSROOM: INTERACTIONS WITH PLACE- AND COMMUNITY-BASED EDUCATION

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Please use this identifier to cite or link to this item: http://hdl.handle.net/1928/10859

ADOLESCENT GEOGRAPHIES IN THE CLASSROOM: INTERACTIONS WITH PLACE- AND COMMUNITY-BASED EDUCATION

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dc.contributor.author Cole, Anna Gahl
dc.date.accessioned 2010-06-25T22:02:02Z
dc.date.available 2010-06-25T22:02:02Z
dc.date.issued 2010-06-25T22:02:02Z
dc.date.submitted May 2010
dc.identifier.uri http://hdl.handle.net/1928/10859
dc.description.abstract The purpose of this study was to examine three phenomena, 1.) the classroom struggles and successes of students and teachers participating in a place- and community-based curriculum; 2). students’ personal geographies: their experiences, perspectives and interpretations of their homes, school, community and city; and 3.) interactions between community-based curriculum and students’ geographies. This study goes to the intersection of place-based curriculum and students’ geographies to explore the interactions that exist between these phenomena. Grounded in critical spatial, feminist standpoint, and constructivist theories, this study draws upon scholarship in Children’s Geographies, place- and community-based education, and critical spatial studies. The Second Tuesday Project (STP), a community-based research and service project at Jefferson Center High School, a public, urban high school in a large Midwestern city, is the focus of the curriculum study. Students in the Human Services Course participated in the STP which required they study a community issue/problem by volunteering at a related community organization and using more traditional research methods. Qualitative research focused on three strands: 1.) a STP curriculum study, 2.) case studies of students’ geographies, and 3.) analysis of interactions between the STP and students’ geographies. Data collection included participant-observation in the Human Services Course, interviews with teachers and students, and focus group sessions with participating students. Curriculum study highlighted a program struggling with identifying, articulating and sharing its overarching goals and objectives but also a program creatively and successfully breaking down logistical barriers between the school and the broader community. Students’ geographies highlighted issues of race, class, and diversity through their very rich and complex experiences of place. Interactions between the curriculum and students’ geographies varied: from significant changes to students’ sense of place to little or no influence at all. Causes for the variation were primarily issues with the quality of curriculum, field experiences, or student engagement and preparedness. Implications for educators include the need for clear curricular goals and objectives and flexible approaches to integrating classroom and community learning contexts. The study also demonstrates the pedagogical potential of Children’s Geographies theories and methods. en_US
dc.language.iso en_US en_US
dc.subject adolescent geographies en_US
dc.subject place- and community-based education en_US
dc.subject.lcsh Place-based education--United States
dc.subject.lcsh Education, Secondary--Social aspects
dc.subject.lcsh Human ecology--Social aspects
dc.subject.lcsh Place attachment
dc.subject.lcsh Adolescence--Social aspects
dc.title ADOLESCENT GEOGRAPHIES IN THE CLASSROOM: INTERACTIONS WITH PLACE- AND COMMUNITY-BASED EDUCATION en_US
dc.type Dissertation en_US
dc.description.degree Language, Literacy and Sociocultural Studies en_US
dc.description.level Doctoral en_US
dc.description.department University of New Mexico. Division of Language, Literacy and Sociocultural Studies en_US
dc.description.advisor Galván, Ruth Trinidad
dc.description.committee-member Noll, Elizabeth
dc.description.committee-member Zancanella, Don
dc.description.committee-member Meyer, Lois
dc.description.committee-member Greenwood, David


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