東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Growing Up Rural: A Sensory Ethnogra...

Tilhou, Rebecca.

Linked to FindBook

Google Book

Amazon

博客來

Growing Up Rural: A Sensory Ethnography of Rural Children's Perspectives on Time, Space, and Place.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Growing Up Rural: A Sensory Ethnography of Rural Children's Perspectives on Time, Space, and Place./
Author:	Tilhou, Rebecca.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	251 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-12, Section: A.
Contained By:	Dissertations Abstracts International82-12A.
Subject:	Educational philosophy. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28322844
ISBN:	9798515246587

Growing Up Rural: A Sensory Ethnography of Rural Children's Perspectives on Time, Space, and Place.
Tilhou, Rebecca.

Growing Up Rural: A Sensory Ethnography of Rural Children's Perspectives on Time, Space, and Place. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 251 p.

Source: Dissertations Abstracts International, Volume: 82-12, Section: A.

Thesis (Ph.D.)--Old Dominion University, 2021.

This item must not be sold to any third party vendors.

Rural places afford significant differences in learning opportunity than their urban and suburban counterparts, and are often viewed from deficit perspectives, with a focus on the challenges that are specific to rurality. This locally-focused, qualitative research explored how childhood learning and education in a rural, Mid-Atlantic peninsula of the United States are produced by the interactions between and influences of the place's geography, history, and culture. Through ethnographic and sensory fieldwork and participatory research with children at a place based learning program for youth housed at a public library, I present a deep examination of both formal and informal learning structures and systems in a geographically isolated, coastal place. Findings from this study were produced through two modes of analysis, one being traditional and systematic and the other taking on a fluid and theoretical post-qualitative approach. The ethnographic and sensory fieldwork data were analyzed through Massey's (2005) and Greene's (2004, 2020) theories of space, time and place, and Barad's (2007) new materialism, which focuses on the agentic qualities of matter and the concept of diffraction. Rich historical and present-day narratives from the rural place under investigation were interwoven with theory and diffractive readings to present the inherent influence of space, time and matter humans' learning and meaning-making. I then employed thematic content analysis to analyze artifacts from the children's place based learning program at the library, which included a co-taught photography lesson, children's digital images taken with personal cameras, and selected captions made through Photovoice. Finally, I situated themes that emerged from the content analysis alongside further diffractive readings of the children's data to both support and challenge the analysis methods used. This study presents how growing up rural, with specific attention to the geography, history, and culture of a rural place, shapes and produces children's learning. Furthermore, rural youth's perspectives were found to be intrinsically unique to their coastal place, and these perspectives simultaneously inform strength-based discourses about growing up rural and the development of deeply engaging place based curricula and pedagogy that attend to the inherent impact and influence of place.

ISBN: 9798515246587Subjects--Topical Terms:

3173367
Educational philosophy.
Subjects--Index Terms:

Formal and informal learning environments

Growing Up Rural: A Sensory Ethnography of Rural Children's Perspectives on Time, Space, and Place.
LDR:03645nmm a2200373 4500 001 2285181
005 20211129124000.5
008 220723s2021 ||||||||||||||||| ||eng d
020 $a 9798515246587
035 $a (MiAaPQ)AAI28322844
035 $a AAI28322844
040 $a MiAaPQ $c MiAaPQ
100 1 $a Tilhou, Rebecca. $3 3564466
245 1 0 $a Growing Up Rural: A Sensory Ethnography of Rural Children's Perspectives on Time, Space, and Place.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 251 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-12, Section: A.
500 $a Advisor: Sunday, Kristine.
502 $a Thesis (Ph.D.)--Old Dominion University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Rural places afford significant differences in learning opportunity than their urban and suburban counterparts, and are often viewed from deficit perspectives, with a focus on the challenges that are specific to rurality. This locally-focused, qualitative research explored how childhood learning and education in a rural, Mid-Atlantic peninsula of the United States are produced by the interactions between and influences of the place's geography, history, and culture. Through ethnographic and sensory fieldwork and participatory research with children at a place based learning program for youth housed at a public library, I present a deep examination of both formal and informal learning structures and systems in a geographically isolated, coastal place. Findings from this study were produced through two modes of analysis, one being traditional and systematic and the other taking on a fluid and theoretical post-qualitative approach. The ethnographic and sensory fieldwork data were analyzed through Massey's (2005) and Greene's (2004, 2020) theories of space, time and place, and Barad's (2007) new materialism, which focuses on the agentic qualities of matter and the concept of diffraction. Rich historical and present-day narratives from the rural place under investigation were interwoven with theory and diffractive readings to present the inherent influence of space, time and matter humans' learning and meaning-making. I then employed thematic content analysis to analyze artifacts from the children's place based learning program at the library, which included a co-taught photography lesson, children's digital images taken with personal cameras, and selected captions made through Photovoice. Finally, I situated themes that emerged from the content analysis alongside further diffractive readings of the children's data to both support and challenge the analysis methods used. This study presents how growing up rural, with specific attention to the geography, history, and culture of a rural place, shapes and produces children's learning. Furthermore, rural youth's perspectives were found to be intrinsically unique to their coastal place, and these perspectives simultaneously inform strength-based discourses about growing up rural and the development of deeply engaging place based curricula and pedagogy that attend to the inherent impact and influence of place.
590 $a School code: 0418.
650 4 $a Educational philosophy. $3 3173367
650 4 $a Curriculum development. $3 684418
653 $a Formal and informal learning environments
653 $a Participatory research with children
653 $a Place-based education
653 $a Rural education
653 $a Sensory ethnography
653 $a Theories of place
690 $a 0998
690 $a 0727
710 2 $a Old Dominion University. $b Teaching and Learning. $3 3480569
773 0 $t Dissertations Abstracts International $g 82-12A.
790 $a 0418
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28322844