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001 BRILL9789460910838
003 nllekb
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007 cr un uuuua
008 110304s2009 ne a b 000 0 eng c
010 _a 2011417673
020 _a9789460910838
_q(electronic book)
020 _z9789460910821
_q(print)
024 7 _a10.1163/9789460910838
_2DOI
035 _a(OCoLC)ocn498135656
040 _aNL-LeKB
_cNL-LeKB
_erda
050 4 _aGF41
_b.L354 2009
072 7 _aJN
_2bicssc
072 7 _aEDU
_x000000
_2bisacsh
082 0 4 _a304.2
245 0 0 _aLandscapes and learning :
_bplace studies for a global world /
_cMargaret Somerville, Kerith Power, Phoenix de Carteret [(editions.)].
264 1 _aRotterdam ;
_aBoston :
_bSense Publishers.
264 4 _cc2009.
300 _a1 online resource.
336 _atext
_btxt
_2rdacontent
337 _aunmediated
_bn
_2rdamedia
338 _aonline resource
_2rdacarrier
490 1 _aTransgressions ;
_v57
490 0 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
504 _aIncludes bibliographical references.
505 0 0 _tPreliminary Material /
_rMargaret Somerville , Kerith Power and Phoenix de Carteret --
_tIntroduction /
_rMargaret Somerville , Kerith Power and Phoenix De Carteret --
_tCare at a Distance /
_rPaul Carter --
_tCo-Creating a Place That Lies Between /
_rDoris Paton and Laura Brearley --
_tPossession Island /
_rKatrina Schlunke --
_tFootprints in the Mallee /
_rEmily Potter --
_tMaking Creative Places /
_rAnna Hickey-Moody --
_t“If You See a Bubble Coming Up” /
_rJennifer Rennie --
_tPedagogies of Place and Possibility /
_rDebra Hayes --
_tLiteracy, Landscapes and Learning in a Primary Classroom /
_rHelen Nixon and Barbara Comber --
_tJane Goes to Timor /
_rRoslyn Appleby --
_tHow do Places Become ‘Pedagogical’? /
_rNoel Gough --
_tStrange Entanglements /
_rAlan Mayne --
_tBeyond Conventional Curriculum Cartography Via a Global Sense of Place /
_rJane Kenway --
_tTransforming Pedagogies of Water /
_rMargaret Somerville --
_tContributors /
_rMargaret Somerville , Kerith Power and Phoenix de Carteret.
520 _a\'Places are made after their stories. Just as place names describe complex, and conflicted, place-making aspirations, so with all marks associated with the marking of places: tracks, the symbolic representation of these in song, dance and poetic speech, indeed all the technologies that join up distances into narratives—they all inscribe the earth’s surface with the forms of stories. Of course, these are not the same as the foundational myths of imperial cultures, whose aim is to displace any prior discourse of place-making. They are stories of, and as, journeys: passages in a double sense, constitutionally incomplete because they always await their completion in the act of crossing-over, or meeting, which, of course, is endless.\' Paul Carter ‘Landscapes and Learning’ maps some of these stories and passageways to open up new place making possibilities. The book uses the lens of place to explore how we can respond differently to some of the major questions of our time. Postcolonial global concerns such as increased displacement and migration, the loss of indigenous knowledges, and the imperatives of environmental degradation and climate change, require critical educational responses. Place studies provides new languages and fresh metaphors to open up interdisciplinary conversations in the space between local and global, and indigenous and non-indigenous knowledges. Through its focus on the mutual constitution of bodies, identities, histories, spaces and places, place studies offers a conceptual tool for important cultural and environmental transformations.
650 0 _aHuman geography.
650 0 _aLandscape assessment.
650 0 _aPlace (Philosophy)
_xSocial aspects.
650 0 _aPlace-based education.
700 1 _aSomerville, Margaret.
700 1 _aPower, Kerith.
700 1 _aCarteret, Phoenix de.
776 0 8 _iPrint version:
_tLandscapes and Learning: Place Studies for a Global World
_dLeiden ; Boston : Brill | Sense, [2009],
_z9789460910821
830 0 _aTransgressions: Cultural Studies and Education
_v57.
830 0 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856 4 _zDOI:
_uhttp://dx.doi.org/10.1163/9789460910838
999 _c34864
_d34864