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Practices and potentialities of plac...

Golfinopoulos, Katherine Ann.

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Practices and potentialities of place-based education in Flagstaff, Arizona: An exploratory study.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Practices and potentialities of place-based education in Flagstaff, Arizona: An exploratory study./
Author:	Golfinopoulos, Katherine Ann.
Description:	101 p.
Notes:	Source: Masters Abstracts International, Volume: 51-04.
Contained By:	Masters Abstracts International51-04(E).
Subject:	Sustainability. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1531513
ISBN:	9781267840233

Practices and potentialities of place-based education in Flagstaff, Arizona: An exploratory study.
Golfinopoulos, Katherine Ann.

Practices and potentialities of place-based education in Flagstaff, Arizona: An exploratory study. - 101 p.

Source: Masters Abstracts International, Volume: 51-04.

Thesis (M.A.)--Northern Arizona University, 2012.

What is "sense of place" and how does a sense of place influence ways of teaching and learning? How does place-based education help contribute to a "vision of good and sustainable community"? How are educators in my home community of Flagstaff, Arizona working to connect young people to place? These are among the driving questions this exploratory study seeks to answer. I begin with an exploration of the notion of "rooting" and how my own deepening connection to place influenced how I began to appreciate the power and potential of an education grounded in place. My literature review tells the story of how modern schooling, by developing to meet the needs of an increasingly industrialized society, evolved to be "place-less." A number of alternative models of education, including holistic, indigenous, and ecological, influence and shape what has come to be known as "place-based education." Using in-depth narrative interviews, I then tell the stories of four outstanding and risk-taking educators from the Flagstaff region who are working in bold, creative, and novel ways to connect young learners with place. Applying methods of narrative study and inductive analysis to these stories, I identify twelve emergent themes characterizing the current place-based practices in the Flagstaff area. This study concludes with a call to action for community members to see themselves as co-participants and collaborators in contributing to a rich and diverse community where place-based education can thrive.

ISBN: 9781267840233Subjects--Topical Terms:

1029978
Sustainability.

Practices and potentialities of place-based education in Flagstaff, Arizona: An exploratory study.
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245 1 0 $a Practices and potentialities of place-based education in Flagstaff, Arizona: An exploratory study.
300 $a 101 p.
500 $a Source: Masters Abstracts International, Volume: 51-04.
500 $a Adviser: Peter Friederici.
502 $a Thesis (M.A.)--Northern Arizona University, 2012.
520 $a What is "sense of place" and how does a sense of place influence ways of teaching and learning? How does place-based education help contribute to a "vision of good and sustainable community"? How are educators in my home community of Flagstaff, Arizona working to connect young people to place? These are among the driving questions this exploratory study seeks to answer. I begin with an exploration of the notion of "rooting" and how my own deepening connection to place influenced how I began to appreciate the power and potential of an education grounded in place. My literature review tells the story of how modern schooling, by developing to meet the needs of an increasingly industrialized society, evolved to be "place-less." A number of alternative models of education, including holistic, indigenous, and ecological, influence and shape what has come to be known as "place-based education." Using in-depth narrative interviews, I then tell the stories of four outstanding and risk-taking educators from the Flagstaff region who are working in bold, creative, and novel ways to connect young learners with place. Applying methods of narrative study and inductive analysis to these stories, I identify twelve emergent themes characterizing the current place-based practices in the Flagstaff area. This study concludes with a call to action for community members to see themselves as co-participants and collaborators in contributing to a rich and diverse community where place-based education can thrive.
590 $a School code: 0391.
650 4 $a Sustainability. $3 1029978
650 4 $a Education, General. $3 1019158
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710 2 $a Northern Arizona University. $b College of Social and Behavioral Sciences. $3 2091919
773 0 $t Masters Abstracts International $g 51-04(E).
790 $a 0391
791 $a M.A.
792 $a 2012
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1531513