Learning Locally, Understanding Globally
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| Title: | Learning Locally, Understanding Globally |
|---|---|
| Language: | English |
| Authors: | Demarest, Amy B. |
| Source: | Middle Grades Review. Dec 2020 6(3). |
| Availability: | University of Vermont - Middle Grades Review. Waterman Hall, Burlington, VT 05405. Web site: http://scholarworks.uvm.edu/mgreview |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Secondary Education Junior High Schools Middle Schools |
| Descriptors: | Global Education, Place Based Education, Curriculum Development, Secondary School Curriculum, Middle School Students, Relevance (Education), Social Justice, Course Content |
| ISSN: | 2379-4690 |
| Abstract: | The large world is made up of small places. Towns, riverbanks, bridges, neighborhoods, forests, and city blocks tell the stories of what things are and how they work. Paying attention to local places and what place-based education (PBE) can bring to global studies will give students a better understanding of the wide world. While this might seem to some a contradiction, it is in the understanding of how things function in actual places that students will better comprehend global issues and phenomena. And by addressing these issues in authentic relationships within the context of community, young people will come to know their role in the world. In the author's work as a place-based curriculum educator, four elements of place-based education have been identified. These elements present the educator a rich mix with which to create curriculum: personal experience, acquisition of content, understanding of place, and a student's emergent role in, or service to, their community. This article describes how these elements can inform the curricular planning for a more traditionally assigned global study. |
| Abstractor: | ERIC |
| Entry Date: | 2021 |
| Accession Number: | EJ1295392 |
| Database: | ERIC |
| Abstract: | The large world is made up of small places. Towns, riverbanks, bridges, neighborhoods, forests, and city blocks tell the stories of what things are and how they work. Paying attention to local places and what place-based education (PBE) can bring to global studies will give students a better understanding of the wide world. While this might seem to some a contradiction, it is in the understanding of how things function in actual places that students will better comprehend global issues and phenomena. And by addressing these issues in authentic relationships within the context of community, young people will come to know their role in the world. In the author's work as a place-based curriculum educator, four elements of place-based education have been identified. These elements present the educator a rich mix with which to create curriculum: personal experience, acquisition of content, understanding of place, and a student's emergent role in, or service to, their community. This article describes how these elements can inform the curricular planning for a more traditionally assigned global study. |
|---|---|
| ISSN: | 2379-4690 |
