Reading and Writing Place

Erika L. Bass; Amy Price Azano

doi:10.5771/9781793638366

Reading and Writing Place

Connecting Rural Schools and Communities

1. Edition 2024

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doi.org/10.5771/9781793638366
ISBN print: 978-1-7936-3835-9
ISBN online: 978-1-7936-3836-6
Lexington, Lanham Lexington, Lanham

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Abstract

In Reading and Writing Place: Connecting Rural Schools and Communities Erika L. Bass and Amy Price Azano suggest there is a need to add nuance to the ways we consider and engage with place in the classroom. Using a narrative writing project completed with two rural schools in two states, the authors provide an explanation of critical placed education and how students' explorations of place through writing led the authors to develop a concept of place (Big "P" and small "p" place). Students' explorations of place highlighted the how internalizations and externalizations of place impact identity formation and sense of belonging.

Chapter Expand | CollapsePage
i–xii Preface i–xii
1–6 Introduction 1–6
7–18 Chapter 1: Making Place Matter 7–18
19–26 Chapter 2: Reading and Writing Place 19–26
27–34 Chapter 3: A Nuanced Theory of P/place 27–34
35–40 Chapter 4: Rural Contexts Explored 35–40
41–66 Chapter 5: Constructing a Critical Placed Unit 41–66
67–80 Chapter 6: Externalizing Place 67–80
81–92 Chapter 7: Internalizing Place 81–92
93–110 Chapter 8: Exploring P-Place and p-place through Place Narratives 93–110
111–128 Chapter 9: Place and Meaning-Making for Rural Students 111–128
129–134 References 129–134
135–136 Appendix A 135–136
137–144 Appendix B 137–144
145–146 Index 145–146
147–148 About the Authors 147–148

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