Using a place-infused narrative writing unit with two rural schools in two different states, the authors argue for a nuanced understanding of using place in the classroom. This book explores how student data led the authors to develop the concept of place: Big "P" Place and small "p" place.
Using a place-infused narrative writing unit with two rural schools in two different states, the authors argue for a nuanced understanding of using place in the classroom. This book explores how student data led the authors to develop the concept of place: Big "P" Place and small "p" place.
Foreword, Robert E. Brooke Acknowledgments Introduction Chapter 1: Making Place Matter Chapter 2: Reading and Writing Place Chapter 3: A Nuanced Theory of P/place Chapter 4: Rural Contexts Explored Chapter 5: Constructing a Critical Placed Unit Chapter 6: Externalizing Place Chapter 7: Internalizing Place Chapter 8: Exploring P/place Through Place Narratives Chapter 9: Place and Meaning Making for Rural Students References Appendix A: Texts Used in Memoir Unit Appendix B: Research Methodology About the Authors
Foreword, Robert E. Brooke Acknowledgments Introduction Chapter 1: Making Place Matter Chapter 2: Reading and Writing Place Chapter 3: A Nuanced Theory of P/place Chapter 4: Rural Contexts Explored Chapter 5: Constructing a Critical Placed Unit Chapter 6: Externalizing Place Chapter 7: Internalizing Place Chapter 8: Exploring P/place Through Place Narratives Chapter 9: Place and Meaning Making for Rural Students References Appendix A: Texts Used in Memoir Unit Appendix B: Research Methodology About the Authors
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