Foundations of Place: A Multidisciplinary Framework for Place-Conscious                Education

Gruenewald, David A.

doi:10.3102/00028312040003619

Cited by 772 publications

(528 citation statements)

References 22 publications

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“…Intervention research, and especially school-based intervention, has proven an effective mechanism to study the field of education and health's responses to need (Fergusson et al 2011;Gruenewald 2003). When need is high and resources are constrained, characteristic of many Global South nations, school-based intervention is especially advantageous.…”

Section: Introductionmentioning

confidence: 99%

In-service teacher training to provide psychosocial support and care in high-risk and high-need schools: school-based intervention partnerships

Ebersöhn

Loots

Eloff

et al. 2015

Journal of Education for Teaching

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This article uses a South African case study to argue that postcolonial, emerging economy societies in transition often contain schools characterised as high risk and high need. Such schools require teachers to adapt to roles other than facilitating learning, such as psychosocial support and care, and which requires additional professional development. In the absence of structured teacher professional development programmes, alternatives are required to assist teachers. The paper describes a nine-year partnership between higher education researchers and teachers in high-risk and high-need schools in three South African provinces. The participatory reflection and action (PRA) study served as platform for a school-based intervention to assist in-service teachers to adapt to their additional responsibilities. Thematic analysis was used to identify the ways in which teachers' adaptation to high risk benefitted from the programme, and self-determination theory is used to argue for a dynamic and interconnected rela-tionship between the teachers' demonstrated pathways to psychosocial support and care. The article argues that in socio-politically transforming societies where need is high for in-service teacher training and formal structures for teacher professional development may be limited, partnerships between researchers and teachers appear to be useful platforms for school-based interventions to support teacher resilience.

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Section: Introductionmentioning

confidence: 99%

In-service teacher training to provide psychosocial support and care in high-risk and high-need schools: school-based intervention partnerships

Ebersöhn

Loots

Eloff

et al. 2015

Journal of Education for Teaching

View full text Add to dashboard Cite

show abstract

“…Yet, the problems also need to be faced by normative questions, such as what ought we to do about it, and what is just to do [12,[112][113][114]. As Moore and Nelson have said, "It is from the partnership between science and ethics that policies are born" [112] (p. 226), and education has to be designed so it triggers the students' own thinking and judgment [114,115]. However, ethics in education can be both a method and an aim.…”

Section: Sustainability Education Is Complicated Because Of Its Valuementioning

confidence: 99%

Teaching Methods in Science Subjects Promoting Sustainability

Jeronen¹

2017

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“…Rurality is also understood in its relation to and in comparison with urbanity and urban contexts, ignoring the fact that rurality is dynamic, and that it has value and strength independent of urbanity and urban influences (Balfour et al, 2008). In other words, studies on rurality and the interventions intended to address the many 'deficiencies' identified tend to disregard the peculiarities of the local (see Budge, 2005) and fail to develop place-conscious and context-specific strategies (Gallagher, 1993;Gruenewald, 2003) for addressing the educational and social needs of these communities. These studies also ignore the agency of rural communities and people, as well as the assets that are available therein and that can be harnessed in developing and implementing relevant and effective interventions.…”

Section: Rural Ecologies and Educationmentioning

confidence: 99%

Understanding gender, sexuality and HIV risk in HEIs: narratives of international post-graduate students

Khau

2013

TDSA

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The National Framework for Quality Education in Rural Areas (DoE, 2006) draws attention to education in rural ecologies and scrutinises the role of HEIs in developing teachers who understand the diverse contexts and who are able to facilitate quality teaching and learning in such contexts. Drawing from the project 'New teachers for new times: Visual methodologies for social change in rural education in the age of AIDS', this article explores how the use of participatory and visual arts-based methodologies at a rural school can lead to sustainable teaching and learning environments that promote transformative and emancipatory classrooms. We draw on the focus group discussions held at the end of each school day as debriefing sessions with the six Intermediate Phase pre-service teachers 4 reflecting on their experiences of professional development and what was learnt about using 'new' methodologies in a rural farm school. We argue that when a cohort of pre-service teachers work together with in-service teachers using emancipatory pedagogies in a rural context, classrooms can get transformed into enabling and democratic spaces conducive for teaching and learning for all.

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Foundations of Place: A Multidisciplinary Framework for Place-Conscious Education

Cited by 772 publications

References 22 publications

In-service teacher training to provide psychosocial support and care in high-risk and high-need schools: school-based intervention partnerships

In-service teacher training to provide psychosocial support and care in high-risk and high-need schools: school-based intervention partnerships

Teaching Methods in Science Subjects Promoting Sustainability

Understanding gender, sexuality and HIV risk in HEIs: narratives of international post-graduate students

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