1,567
Views
60
CrossRef citations to date
0
Altmetric
Original Articles

The places of pedagogy: or, what we can do with culture through intersubjective experiences

Pages 361-373 | Published online: 07 Jul 2008

References

  • Abowitz, K.K., and Harnish, J., 2006. Contemporary discourses of citizenship, Review of Educational Research 76 (4) (2006), pp. 653–690.
  • Anzaludúa, G., 1990. "La conciencia de la mestiza: Towards a new consciousness". In: Anzaludúa, G., ed. Making face, making soul/Hacienda caras: Creative and critical perspectives by feminist women of colour. San Francisco, CA: Aunt Lute Books; 1990. pp. 377–389.
  • Appadurai, A., 1996. Modernity at large: Cultural dimensions of globalization. Minneapolis, MN: University of Minnesota Press; 1996.
  • Asher, N., 2005. At the interstices: Engaging postcolonial and feminist perspectives for a multicultural education pedagogy in the south, Teachers College Record 107 (5) (2005), pp. 1079–1106.
  • Agyeman, J., 2003. “Under‐participation” and ethnocentrism in environmental education research: Developing “culturally sensitive research approaches.”, Canadian Journal of Environmental Education 8 (2003), pp. 80–94.
  • Bai, H., 2001. "Beyond the educated mind: Towards a pedagogy of mindfulness". In: Hocking, B., Haskell, J., and Linds, W., eds. Unfolding bodymind: Exploring possibility through education. Brandon, VT: Foundation for Educational Renewal; 2001. pp. 87–99.
  • Barron, D., 1995. Gendering environmental education reform: Identifying the constitutive power of environmental discourse, Australian Journal of Environmental Education 11 (1995), pp. 107–120.
  • Bell, A.C., and Russell, C.L., 2000. Beyond human, beyond words: Anthropocentrism, critical pedagogy, and the poststructuralist turn, Canadian Journal of Education 25 (3) (2000), pp. 188–203.
  • Bhabha, H., 1994. The location of culture. New York, NY: Routledge; 1994.
  • Biesta, G., 1999. Radical intersubjectivity: Reflections on the “different” foundations of education, Studies in Philosophy and Education 18 (1999), pp. 203–220.
  • Boler, M., 1999. Feeling power: Emotions and education. New York, NY: Routledge; 1999.
  • Bonnett, M., "Education, sustainability, and the metaphysics of nature". In: McKenzie, M., Hart, P., Bai, H., and Jickling, B., eds. Fields of green: Restorying culture, environment, and education. Cresskill, NJ: Hampton Press, (in press).
  • Bowers, C.A., 1997. The culture of denial: Why the environmental movement needs a strategy for reforming universities and public schools. Albany, NY: SUNY; 1997.
  • Bowers, C.A., 2001. "Educating for eco‐justice and community". Athens, GA: University of Georgia Press; 2001.
  • Bowers, C.A., 2008. Why a critical pedagogy of place is an oxymoron, Environmental Education Research 12 (3) (2008), pp. 325–335.
  • Braidotti, R., 2006. Transpositions: On nomadic ethics. Maiden, MA: Polity; 2006.
  • Britzman, D.P., 1992. Structures of feeling in curriculum and teaching, Theory Into Practice XXXI (3) (1992), pp. 252–258.
  • Buckingham, D., and Sefton‐Green, J., 1995. Cultural studies goes to school: Reading and teaching popular media. London: Taylor & Francis; 1995.
  • Cahill, C., 2007. The personal is political: Developing new subjectivities in a participatory action research process, Gender, Place, and Culture 14 (3) (2007), pp. 267–292.
  • Cho, S., 2008. "Politics of critical pedagogy and new social movements". In: Educational Philosophy and Theory. 2008. pp. 1–16.
  • Clay, A., 2006. “All I need is on mic”: Mobilizing youth for social change in the post‐civil rights era, Social Justice 33 (2) (2006), pp. 105–121.
  • Côté, J.E., 1996. Sociological perspectives on identity formation: The culture‐identity link and identity capital, Journal of Adolescence 19 (1996), pp. 417–428.
  • Coté, M., Day, R., and de Peuter, G., 2007. Utopian pedagogy: Creating radical alternatives in the neoliberal age, The Review of Education, Pedagogy, and Cultural Studies 29 (2007), pp. 317–336.
  • Day, R., 2007. Setting up shop in nullity: Protest aesthetics and the new “situationalism.”, The Review of Education, Pedagogy, and Cultural Studies 29 (2007), pp. 239–260.
  • de Bolla, P., 2001. Art matters. Cambridge, MA: Harvard University Press; 2001.
  • Dillabough, J., 2000. "Degrees of freedom and deliberations of “self”: The gendering of identity in teaching". In: Trifonas, P. P., ed. Revolutionary pedagogies: Cultural politics, instituting education and the discourse of theory. New York, NY: Routledge; 2000. pp. 312–51.
  • Dolby, N., 1999. Youth and the global popular: The politics and practices of race in South Africa, European Journal of Cultural Studies 2 (3) (1999), pp. 291–309.
  • Edwards, F., and Mercer, D., 2007. Gleaning from gluttony: An Australian youth subculture confronts the ethics of waste, Australian Geographer 38 (3) (2007), pp. 279–296.
  • Ellsworth, E., 2005. Places of learning: Media architecture pedagogy. New York: Routledge; 2005.
  • Esteva, G., and Prakesh, M. S., 1998. Grassroots post‐modernism: Remaking the soil of cultures. London: Zed Books; 1998.
  • Fawcett, L., "Feral sociality and (un)natural histories: On nomadic ethics and embodied learning". In: McKenzie, M., Bai, H., Hart, P., and Jickling, B., eds. Fields of green: Restorying culture, environment, and education. Cresskill, NJ: Hampton Press, (in press).
  • Fawcett, L., Bell, A.C., and Russell, C.L., 2001. "Guiding our environmental praxis: Teaching and learning for social and environmental justice". In: Filho, W. L., ed. Teaching sustainability at universities. New York, NY: Peter Lang; 2001. pp. 223–238.
  • Fien, J., 2000. “Education for the environment: A critique” – An analysis, Environmental Education Research 6 (2) (2000), pp. 179–193.
  • Filmer, P., 2003. Structures of feeling and socio‐cultural formations: The significance of literature and experience to Raymond William’s sociology of culture, British Journal of Sociology 54 (2) (2003), pp. 199–219.
  • Frith, S., 1996. "Music and identity". In: Hall, S., and du Gay, P., eds. Questions of cultural identity. London: Sage; 1996. pp. 108–127.
  • Furman, G.C., and Gruenewald, D.A., 2004. Expanding the landscape of social justice: A critical ecological analysis, Educational Administration Quarterly 40 (1) (2004), pp. 47–76.
  • Garrett, K., 2006. Protest in an information society: a review of literature on social movements and new ICTS, Information, communication & society 9 (2) (2006), pp. 202–224.
  • Ginwright, S., and Cammarota, J., 2007. Youth activism in the urban community: Learning critical civic praxis within community organizations, International Journal of Qualitative Studies in Education 20 (6) (2007), pp. 693–710.
  • Gough, A., 1997. Founders of environmental education: Narratives of the Australian environmental education movement, Environmental Education Research 3 (1) (1997), pp. 43–57.
  • Gough, N., 2004. RhizomANTically becoming‐cyborg: Performing posthuman pedagogies, Educational Philosophy and Theory 36 (3) (2004), pp. 253–265.
  • Gruenewald, D.A., 2008. "Place‐based education: Grounding culturally responsive teaching in geographical diversity: Local diversity". In: Gruenewald, D. A., and Smith, G. A., eds. Place‐based education in the global age. New York, NY: Lawrence Erlbaum; 2008. pp. 137–154.
  • Gruenewald, D.A., 2003. The best of both worlds: A critical pedagogy of place, Educational Researcher 32 (4) (2003), pp. 3–12.
  • Gruenewald, D.A., 2003b. Foundations of place: A multidisciplinary framework for place‐conscious framework, American Educational Research Journal 40 (3) (2003b), pp. 619–654.
  • Gruenewald, D.A., and Smith, G.A., 2008. "Introduction: Making room for the local". In: Gruenewald, D.A., and Smith, G.A., eds. Place‐based education in the global age. New York, NY: Lawrence Erlbaum; 2008. pp. xiii–xxiii.
  • Hall, S., 1981. "Notes on deconstructing “the popular.”". In: Samuel, R., ed. People’s history and socialist theory. London: Kegan Paul‐Routledge; 1981. pp. 231–239.
  • Haarstad, H., 2007. Collective political subjectivity and the problem of scale, Contemporary Politics 13 (1) (2007), pp. 57–74.
  • Hamilton, C., and Flanagan, C., 2007. Reframing social responsibility within a technology‐based youth activist program, American Behavioral Scientist 51 (3) (2007), pp. 444–464.
  • Harré, N., 2007. Community service or activism as an identity project for youth, Journal of Community Psychology 35 (6) (2007), pp. 711–724.
  • Herbert, Y., 2007. "Gardom Lake to Tatamagouche: Climate change, the WTO, and a community land trust". In: Cullis‐Suzuki, S., Frederickson, K., Kayssi, A., and Mackenzie, C., eds. Notes from Canada’s young activists: A generation stands up for change. Vancouver, BC: Greystone Books; 2007. pp. 197–204.
  • Hey, V., 2002. Horizontal solidarities and molten capitalism: The subject, intersubjectivity, self and the other in late modernity, Discourse: Studies in the Cultural Politics of Education 23 (2) (2002), pp. 227–241.
  • Huckle, J., 2008. An analysis of new labour’s policy on education for sustainable development (ESD) with particular reference to socially critical approaches, Environmental Education Research 14 (1) (2008), pp. 65–75.
  • Kennelly, J.J., Youth cultures, activism and agency: Revisiting feminist debates, Gender and Education.
  • Kenway, J., and Bullen, E., 2008. "The global corporate curriculum and the young cyberflâneur as global citizen". In: Dolby, N., and Rizvi, F., eds. Youth moves: Identities and education in global perspective. New York, NY: Routledge; 2008. pp. 17–32.
  • Kjeldgaard, D., 2003. Youth identities in the global cultural economy: Central and peripheral consumer culture in Denmark and Greenland, European Journal of Cultural Studies 6 (3) (2003), pp. 285–304.
  • Knopp, L., 2004. Ontologies of place, placelessness, and movement: Queer quests for identity and their impacts on contemporary geographic thought, Gender, Place and Culture 11 (1) (2004), pp. 121–134.
  • Kumashiro, K. K., 2001. “Posts” perspectives on anti‐oppressive education in social studies, english, mathematics, and science classrooms, Educational Researcher 30 (3) (2001), pp. 3–12.
  • Kyburz‐Graber, R., 1999. Environmental education as critical education: How teachers and students handle the challenge, Cambridge Journal of Education 29 (3) (1999), pp. 415–432.
  • Lave, J., and Wenger, E., 1991. Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press; 1991.
  • Le Grange, L., 2004. Embodiment, social praxis and environmental education: Some thoughts, Environmental Education Research 10 (3) (2004), pp. 387–399.
  • Leopold, A., 1949. "The land ethic". In: Leopold, A., ed. A sand country almanac. Ballantine Books; 1949. pp. 87–100.
  • Lousley, C., 1999. (De)politicizing the environment club: Environmental discourse and the culture of schooling, Environmental Education Research 5 (3) (1999), pp. 293–304.
  • MacKinnon, J., 2002. Manifesto (in progress), Adbusters: Journal of the mental environment, want to curb your consumption issue 43 (2002).
  • Martusewicz, R., "Educating for “collaborative intelligence:” Revitalizing the ecological and cultural commons in Detroit". In: McKenzie, M., Bai, H., Hart, P., and Jickling, B., eds. Fields of green: Restorying culture, environment, and education. Cresskill, NJ: Hampton Press, (in press).
  • Matthews, S., 2001. Change and theory in Raymond Williams’s structure of feeling, Pretexts: Literary and Cultural Studies 10 (2) (2001), pp. 179–194.
  • McKenzie, M., 2006. Three portraits of resistance: The (un)making of Canadian students, Canadian Journal of Education 29 (1) (2006), pp. 199–222.
  • McKenzie, M., 2000. Gaining a better understanding of how Outward Bound Western Canada course outcomes are achieved. St. Catharines, Canada: Brock University; 2000, Unpublished masters thesis.
  • McKenzie, M., Bai, H., Hart, P., and Jickling, B., 2008. Fields of green: Restorying culture, environment, and education. Cresskill, NJ: Hampton Press; 2008.
  • Mead, M., 1970. Culture and commitment. Gardin City: Doubleday; 1970.
  • Newberry, L., 2003. Will any/body carry that canoe? A geography of the body, ability, and gender, Canadian Journal of Environmental Education 8 (2003), pp. 204–216.
  • Ngugi wa Thiong’o, 1986. Decolonizing the mind. London: James Currey; 1986.
  • O’Donoghue, R., Lotz‐Sisitka, H., Asafo‐Adjei, R., Kota, L., and Hanisi, N., 2007. "Exploring learning interactions arising in school‐in‐community contexts of socio‐ecological risk". In: Wals, A., ed. Social learning towards a sustainable world: Principles, perspectives, and praxis. Waneningen, Netherlands: Waneningen Academic Publishers; 2007. pp. 435–448.
  • O’Riley, P., and Cole, P., "Coyote and raven talk about the land/scapes". In: McKenzie, M., Bai, H., Hart, P., and Jickling, B., eds. Fields of green: Restorying culture, environment, and education. Cresskill, NJ: Hampton Press, (in press).
  • Parker, L., and Stovall, D. O., 2004. Actions following words: Critical race theory connects to critical pedagogy, Educational Philosophy and Theory 36 (2) (2004), pp. 167–182.
  • Payne, P., "Postmodern oikos". In: McKenzie, M., Hart, P., Bai, H., and Jickling, B., eds. Restorying culture, environment, and education. Cresskill, NJ: Hampton Press, (in press).
  • Pinar, W., 2000. Strange fruit: Race, sex, and autobiographies of alterity. New York, NY: Routledge; 2000.
  • Pitt, A., and Britzman, D., 2003. Speculations on qualities of difficult knowledge in teaching and learning: An experiment with psychoanalytic research, Qualitative studies in education 16 (6) (2003), pp. 755–776.
  • Pratt, M. L., 2000. "Arts of the contact zone". In: Stygall, G., ed. Academic Discourse: Readings for Argument and Analysis. Fort Worth: Harcourt College Publishers; 2000. pp. 573–587.
  • Rasmussen, D., n.d.. "Cease to do evil, then learn to do good…(A pedagogy for the oppressor)". n.d.. pp. 1–17, Unpublished manuscript.
  • Reid, A., 2008. Editorial, Environmental Educational Research 14 (3) (2008), pp. 205–214.
  • Robottom, I., and Hart, P., 1993. Research in environmental education: Engaging the debate. Geelong, Victoria: Deakin University Press; 1993.
  • Rose, N., 1996. Inventing ourselves: Psychology, power, and personhood. Cambridge: Cambridge University Press; 1996.
  • Russell, C. L., Sarick, T., and Kennelly, J., 2002. Queering environmental education, Canadian Journal of Environmental Education 7 (1) (2002), pp. 54–67.
  • Scott, W., 2007. Environmental education research: Thirty years on from Tbilisi. Presented at Keynote address to the 4th World Environmental Education Congress. Durban, South Africa, 2–6, July.
  • Sibongile Masuku Van Damme, L., and Fulufhelo Neluvhalani, E., 2004. Indigenous knowledge in environmental education processes: Perspectives on a growing research arena, Environmental Education Research 10 (3) (2004), pp. 353–370.
  • Shiva, V., 2005. "Earth democracy: Justice, sustainability, and peace". New York: South End Press; 2005.
  • Smith, G. A., and Williams, D. R., 1998. Ecological education in action: On weaving education, culture and the environment. Albany, NY: SUNY; 1998.
  • Somerville, M. J., 2008. "A place pedagogy for ‘global contemporaneity.’". In: Educational Philosophy and Theory, Online Early. 2008. pp. 1–19, doi:10.1111/j.1469‐5812.2008.00423 [Accessed: May 2008].
  • Stacey, P., 2008. “Wikivism:” From communicative capitalism to organized networks, Cultural Politics: An International Journal 4 (1) (2008), pp. 73–99.
  • , Stevenson, R. 2008. This issue.
  • Subedi, B., and Daza, L., 2008. The possibilities of postcolonial praxis in education, Race, Ethnicity, and Education 11 (1) (2008), pp. 1–10.
  • Van Wolputte, S., 2004. Hang on to your self: Of bodies, embodiment, and selves, Annual Review of Anthropology 33 (2004), pp. 251–269.
  • Villenas, S., 2006. Afterword: Latina/Chicana feminist postcolonialities: Un/tracking educational actors’ interventions, International Journal of Qualitative Studies in Education 19 (5) (2006), pp. 659–672.
  • Walkerdine, V., Lucey, H., and Melody, J., 2001. Growing up girl: Psychosocial explorations of gender and class. New York, NY: New York University Press; 2001.
  • Weiler, K., 2001. Feminist engagements: Reading, resisting, and revisioning male theorists in education and cultural studies. New York, NY: Routledge; 2001.
  • Weis, L., and Fine, M., 2003. "Extraordinary conversations in public schools". In: Dimitriadis, G., and Carlson, D., eds. Promises to keep: Cultural studies, democratic education, and public life. New York: RoutledgeFalmer; 2003. pp. 95–123.
  • Williams, R., 1958. "Moving from high culture to ordinary culture". In: McKenzie, N., ed. Convictions. London: MacKibbon & Kee; 1958.
  • Williams, R., 1961. The Long Revolution. Hrmondsworth: Penguin; 1961.
  • Williams, R., 1977. Marxism and Literature. Oxford: Oxford University Press; 1977.
  • Zembylas, M., 2002. “Structures of feeling” in curriculum and teaching: Theorizing the emotional rules, Educational Theory 52 (2) (2002), pp. 187–208.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.