Theorizing Place: Students' Navigation of Place Outside

Sandra Schmidt

Abstract


In many disciplines, the concept of place is a point of inquiry about how and why a physical location acquires its meaning.  In schools, the curriculum of place assumes that place is simple and uncontested.  This does not match the real world experience of many students.  This paper examines the manners in which students do navigate and make sense of places.  In the end a model is developed, building on other models of place, that emphasizes the centrality of the self and perception in observing and making decisions about places.  The boundaries that students draw around a particular location and their relation to other places allow students to know where and when to enter.  The way in which these boundaries are made is critical in rethinking curriculum that presumes to be teaching places but not yet teaching about place.

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JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing, and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

The journal is published by the Foundation for Curriculum Theory and is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.

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ISSN: 1942-2563