Overview
- Focuses on sense of place in relation to historical processes of colonisation and dispossession
- Offers a way of incorporating sense of place in curriculum and learning design
- Argues for a deep connection between land dispossession and the erosion of sense of place
Part of the book series: Cultural Studies and Transdisciplinarity in Education (CSTE, volume 17)
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Table of contents (9 chapters)
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Front Matter
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Back Matter
Keywords
- theorising sense of place
- Sense of Place in Identity Construction
- Setting as a Literary Concept
- Dispossession and Sense of Place
- Indigenous Sense of Place
- Place-Based Learning
- Sense of Place and the School Curriculum
- sense of place in the school curriculum
- Sense of Place and the Climate Crisis
- sense of place in literary studies
About this book
This book explores intersections between sense of place, the formation of identity, indigeneity and colonisation, literature and literary study, the arts, and a revisioned school curriculum for the Anthropocene. Underpinning the book is a conviction that sense of place is central to the fostering of the change of heart required to secure the survival of human life on earth. It offers a coherent overview of seemingly disparate realities on a geographically and historically sprawling canvas.
The book is a work of literary non-fiction, drawing on a range of sources: literary works and criticism, theoretical research, empirical studies and artworks. Of its very nature, the book enacts an extensive cultural critique. After establishing a cross-disciplinary foundation for “sense of place”, the book describes its relationship to identity with reference to such terms as attachment, dispossession, reclamation and representation. It shows how a hopeful narrative for planet stewardship can be developed by the uptake of indigenous and traditional discourses of place. It concludes with the envisioning of a place-conscious curriculum, and ways in which an activist agenda might be pursued in the Anthropocene.Reviews
“An intriguing mixture of memoir, poetry and scholarship, this book opens up the crucial issue of place and its complicated significance in an increasingly vulnerable lifeworld. Bringing together place consciousness, lineage, the arts, activism, and climate change, it asks important questions about where we liveand how we live, and demonstrates why it matters, now more than ever, to attend to indigenous wisdoms and knowledges, in revisioning curriculum for a more attuned, integrated and harmonious future.” (Emeritus Professor Bill Green, Charles Sturt University)
Authors and Affiliations
About the author
Bibliographic Information
Book Title: Sense of Place, Identity and the Revisioning of Curriculum
Authors: Terry Locke
Series Title: Cultural Studies and Transdisciplinarity in Education
DOI: https://doi.org/10.1007/978-981-99-4266-4
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023
Hardcover ISBN: 978-981-99-4265-7Published: 13 August 2023
Softcover ISBN: 978-981-99-4268-8Due: 13 September 2023
eBook ISBN: 978-981-99-4266-4Published: 12 August 2023
Series ISSN: 2345-7708
Series E-ISSN: 2345-7716
Edition Number: 1
Number of Pages: XI, 221
Number of Illustrations: 1 b/w illustrations
Topics: Creativity and Arts Education, Curriculum Studies, Educational Philosophy, Philosophy of Education