The value of place

Dentzau, Michael W.

doi:10.1007/s11422-013-9552-1

Cited by 10 publications

(3 citation statements)

References 11 publications

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“…Researchers from many countries claim that curriculum is often developed without an explicit spatial awareness or with the urban population in mind (U. D. K. Baeck, 2016;Gruenewald, 2003;Roberts, , 2017Roberts & Green, 2013), meaning that regional, geographical and contextual variations are missing. The research also shows that introducing local content into teaching can make school more relevant for pupils, for example, for those on the verge of dropping out (Dentzau, 2014;Solstad & Andrae Thelin, 2006). By integrating local content into the curriculum, learning can be based more on familiar experiences from the pupils' own lifeworld, potentially creating more meaningful learning contexts and improving learning processes.…”

Section: Introductionmentioning

confidence: 91%

Structural enablements and constraints in the creation and enactment of local content in Norwegian education

Rød

Bæck

2020

Nordic Journal of Studies in Educational Policy

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In Norway, the national curriculum together with the Education Act serves as the foundation for teaching and learning in primary and secondary education and training. Local educational providers are given autonomy to develop local adaptations of the centrally given subjectspecific curriculum competence aims. This article explores some structural enablements and constraints tied to teachers' opportunities to make use of local content in curricula in lower secondary schools in Norway, including rural/urban differences. The analysis is based on data consisting of 18 qualitative interviews with teachers in two municipalities and participant observation in one of the municipalities in Northern Norway. The finding of this paper is that the design of the national curriculum allows for local content based on its competence aims. This serves as an enabler for teachers to create and enact local content in education. However, there are several constraints that limit local adaptation for teachers -time pressure, lack of access to content due to finances and distance and losing school control of local curriculum. Also, these constraints have a different impact depending on the geographical context. The article employs Margaret Archer's theories on centralized and decentralized educational systems to analyse these structural enablements and constraints.

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Section: Introductionmentioning

confidence: 91%

Structural enablements and constraints in the creation and enactment of local content in Norwegian education

Rød

Bæck

2020

Nordic Journal of Studies in Educational Policy

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“…Por otra parte, Ramírez (2011) menciona que en "cada una de las culturas locales y subregionales se reivindican características propias que se derivan de la apropiación de un espacio particular, una experiencia histórica compartida y un sentido de pertenencia" (p. 153), lo cual se enlaza con la postura de Dentzau (2014), al plantear que "comprender el lugar implica reconocer que para el individuo es altamente situacional y tiene un significado específico que surge de sus identidades culturales y sociales únicas" (p. 166), por lo cual urge abordar críticamente los diálogos entre la ciencia con las prácticas culturales y ambientales, "inmersos en valores políticos y religiosos e insertos en contextos socio-históricos múltiples" (Astudillo & Rivarosa, 2012, p. 18).…”

Section: Marco Teórico Y Planteamiento Del Problemaunclassified

Educación en ciencias desde diferentes contextos culturales y ambientales: contribuciones didácticas curriculares

Ruiz¹

2021

Prax. saber

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En este artículo se evidencia la necesidad de vincular la educación de ciencias con la diversidad cultural y ambiental, para la construcción pedagógica y didáctica de la ciencia escolar, con el fin de integrar el mundo de la vida con las interacciones que en él se generan para la construcción de conocimiento. Los objetivos fueron hallar el sentido que le otorgan profesores de básica y media a la vinculación del contexto cultural y ambiental en la educación en ciencias; y analizar sus ideas y experiencias significativas. La metodología tuvo un carácter cualitativo que, en lo ontológico, abordó una realidad de naturaleza cultural diversa y subjetiva; y un carácter hermenéutico, por el tipo de análisis interpretativo de los datos. En los resultados, se destaca la construcción de categorías para integrar el contexto cultural y ambiental en las construcciones didácticas para promover aprendizajes en los que se reconocen la ciencia como construcción cultural y los aportes para la transformación curricular al integrar características de los territorios.

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“…The first is that places are cultural products with different meanings for different people. The attachments people develop to places and the meanings they make of places may vary greatly depending on one’s cultural background and positionality; in fact, every person has a unique sense of place (Cresswell, 2004; Dentzau, 2014). The meaning-making dimension also reflects an understanding of place as a cultural construct that is continually made and remade on a daily basis as we perceive and make sense of places (Casey, 1996; Cresswell, 2004; Greenwood, 2012).…”

Section: Defining Place and Spacementioning

confidence: 99%

Place Matters: A Critical Review of Place Inquiry and Spatial Methods in Education Research

Butler

Sinclair

2020

Review of Research in Education

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Place is an inescapable aspect of daily life and is intimately linked to our life experiences. An expanding body of research has investigated how place shapes the “geography of opportunity” as well as students’, families’, and stakeholders’ experiences in and around schools. While researchers have begun to investigate the spatial context of education, the notion of place remains somewhat underconceptualized in education research. This chapter draws on an interdisciplinary review of 60 empirical, education-related studies to understand how researchers have accounted for place, the theoretical and conceptual frames in which they ground their work, and their data collection methods. We find that researchers have used place inquiry and spatial methods to investigate diverse education-related phenomena, such as school choice and teaching and learning. Beyond using place to identify and describe inequalities, we argue that place inquiry and spatial methodologies can strengthen the potential of education research to disrupt systems of power and oppression by also advancing our knowledge of the nature of and potential solutions to educational injustice.

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The value of place

Cited by 10 publications

References 11 publications

Structural enablements and constraints in the creation and enactment of local content in Norwegian education

Structural enablements and constraints in the creation and enactment of local content in Norwegian education

Educación en ciencias desde diferentes contextos culturales y ambientales: contribuciones didácticas curriculares

Place Matters: A Critical Review of Place Inquiry and Spatial Methods in Education Research

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