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Interdisciplinary Approaches to Pedagogy and Place-Based Education pp 191–208Cite as

Palgrave Macmillan

Teaching and Learning from Within: A Placed-Based Pedagogy for Heartfelt Hope

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Abstract

Accepting the insights of Kenneth Beittel that what remains difficult in teaching and listening is actually the practice of becoming conscious of what one has within oneself and to be able to use it as one’s own, this chapter explores what we collectively have come to understand as “heartfelt hope” in relation to teaching/learning about sustainability using place-based education. Teachers and students who are teaching/learning about global climate change and/or sustainability are confronted with personal and political needs for hope in ways not previously experienced. We build upon Freire, Joanna Macy, Chris Johnson, Henry Giroux, and David Grunewald to construct our own place-based pedagogy of heartfelt hope.

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Notes

  1. 1.

    D.T Suzuki, Zen and Japanese Culture (Bolingen Foundation Series LXIV, New York: Pantheon Books, 1959).

  2. 2.

    Paulo Freire, Pedagogy of the Oppressed (20th edition, New York: Continuum International Publishing Group, 1996), 8.

  3. 3.

    Joanna Macy & Chris Johnson, Active Hope: How to Face the Mess We’re in without Going Crazy (California: New World Library, 2012). Henry Giroux. “When Hope Is Subversive”, Tikkun, 19.6 (2004): 38–39; Henry Giroux, “Utopian Thinking in Dangerous Times: Critical Pedagogy and the Project of Educated Hope.” In Utopian Pedagogy: Radical Experiments against Neoliberal Globalization edited by Mark Cote, Richard J.F. Day &, Greig de Peuter (Toronto: University of Toronto, 2007).

  4. 4.

    David A. Gruenewald, “The Best of Both Worlds: A Critical Pedagogy of Place,” EducationalResearcher, 32.4 (2003).

  5. 5.

    bell hooks, Teaching Community: A Pedagogy of Hope (New York: Routledge, 2003), 106 & 111.

  6. 6.

    Karen Barad, Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning (Durham: Duke University Press, 2007).

  7. 7.

    Goralnik, L., Tracy Dobson and Paul Nelson, “Place-Based Care Ethics: A Field Philosophy Pedagogy.” Canadian Journal of Environmental Education, 19(2014): 187.

  8. 8.

    Alison Hope Alkon and Julian Agyeman, eds. Cultivating Food Justice: Race, Class, and Sustainability, (Cambridge, MA: The MIT Press, 2011).

  9. 9.

    hooks, Teaching Community, 106.

  10. 10.

    hooks, Teaching Community, 106.

  11. 11.

    Darren Webb, “Pedagogies of Hope”, Studies in Philosophy of Education, 32.1 (2013): 397–414; Freire, Pedagogy 1996; Paola Freire, Pedagogy of Hope: Reliving Pedagogy of the Oppressed (New York: Continuum International Publishing Group, 2004); Henry Giroux, “Educated Hope in an Age of Privatized Visions”, Cultural Studies-Critical Methodologies, 2.1 (2002): 93–112; Henry Giroux, Stealing Innocence: Youth, Corporate Power, and the Politics of Culture (New York: St. Martin’s Press, 2000); Dale Jacobs, “What’s Hope Got to do with It? Toward a Theory of Hope and Pedagogy”. Journal of Composition Theory, 25.1 (2005): 783–802.

  12. 12.

    David A. Gruenewald, “The Best of Both Worlds: A Critical Pedagogy of Place,” Educational Researcher, 32.4 (2003): 10.

  13. 13.

    Macy & Johnson, Active, 1.

  14. 14.

    Macy & Johnson, Active, 2.

  15. 15.

    Macy & Johnson, Active, 2.

  16. 16.

    Macy & Johnson, Active, 2.

  17. 17.

    Macy & Johnson, Active, 3.

  18. 18.

    Macy & Johnson, Active, 3.

  19. 19.

    Macy & Johnson, Active, 3.

  20. 20.

    Macy & Johnson, Active, 3.

  21. 21.

    J and P First Dialogue, 2015.

  22. 22.

    J and P First Dialogue, 2015.

  23. 23.

    Alkon & Agyeman, eds. Cultivating Food Justice, 2011.

  24. 24.

    J and P First Dialogue, 2015.

  25. 25.

    Julian Agyeman, Robert Doyle, & Bill Evans. Just Sustainabilities: Development in an

    Unequal World (Boston: MIT Press, 2003).

  26. 26.

    J and P First Dialogue, 2015.

  27. 27.

    Freire, Pedagogy 1996, 72.

  28. 28.

    Agyeman, Just Sustainabilities, 2003.

  29. 29.

    J and P First Dialogue, 2015.

  30. 30.

    Ira Shor & Paulo Freire, Pedagogy for Liberation: Dialogues on Transforming Education (New York: Bergin and Garvey, 1987), 153; Kate Ronald & Hephzibah Roskelly, “Untested Feasibility: Imagining the Pragmatic Possibility of Paulo Freire”, College English, 63.5 (2001): 616.

  31. 31.

    Ronald & Roskelly. “Untested Feasibility”, 616.

  32. 32.

    See Dale Jacobs, “What’s Hope Got to do with It? Toward a Theory of Hope and Pedagogy”.

    Journal of Composition Theory, 25.1, (2005).

  33. 33.

    Lizzy Goralnik, Tracy Dobson & Paul Nelson, “Place-Based Care Ethics: A Field Philosophy Pedagogy.” Canadian Journal of Environmental Education, 19(2014): 193.

  34. 34.

    Jacobs, “What’s Hope”, 793.

  35. 35.

    Gruenewald, “The Best of Both Worlds”, 4.

  36. 36.

    Gruenewald, “The Best of Both Worlds”, 4.

  37. 37.

    Henry Giroux, “When Hope is Subversive”, Tikkun, 19.6 (2004): 38–39.

  38. 38.

    Giroux, “When Hope”, 39.

  39. 39.

    Giroux, “When Hope”, 39.

  40. 40.

    Quoted in Webb “Pedagogies of Hope”, 403.

  41. 41.

    Paulo Freire, Pedagogy of the Oppressed (New York: Continuum International Publishing Group, 1970): 83.

  42. 42.

    Freire quoted in Webb, “Pedagogies of Hope”, 403.

  43. 43.

    J and P First Dialogue, 2015.

  44. 44.

    J and P First Dialogue, 2015.

  45. 45.

    Giroux, “When Hope”, 39.

  46. 46.

    J and P First Dialogue, 2015.

  47. 47.

    Henry Giroux, “Educated Hope in an Age of Privatized Visions”, Cultural Studies-Critical Methodologies, 2.1, (2002): 103.

  48. 48.

    Jacobs, “What’s Hope”, 796.

  49. 49.

    Webb “Pedagogies of Hope”, 403.

  50. 50.

    J and P First Dialogue, 2015.

  51. 51.

    J and P First Dialogue, 2015.

  52. 52.

    J and P First Dialogue, 2015.

  53. 53.

    Karen Barad, Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning (Durham: Duke University Press, 2007), 33.

  54. 54.

    Barad, Meeting the Universe, 33.

  55. 55.

    J and P First Dialogue, 2015.

  56. 56.

    hooks, Teaching Community, 137.

  57. 57.

    J and P Second Dialogue, 2015.

  58. 58.

    J and P Second Dialogue, 2015.

  59. 59.

    J and P Second Dialogue, 2015.

  60. 60.

    J and P Second Dialogue, 2015.

  61. 61.

    Freire, Pedagogy of the Oppressed, 1970, 83.

  62. 62.

    Macy, Joanna & Molly Y. Brown, Coming Back to Life: Practices to Reconnect Our Lives, Our World. (New York: New Society, 1998), 15.

  63. 63.

    Macy, Coming Back, 16.

  64. 64.

    J and P Second Dialogue, 2015.

  65. 65.

    J and P Second Dialogue, 2015.

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Author information

Authors and Affiliations

  1. Department of Forest Ecosystems and Society, Oregon State University, Covallis, OR, USA

    Jasmine Brown

  2. Department of Sociology, UCONN, Mansfield, USA

    Phoebe Godfrey

Authors
  1. Jasmine Brown
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  2. Phoebe Godfrey
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Editors and Affiliations

  1. Emory University , Oxford, Georgia, USA

    Deric Shannon

  2. Emory University , Oxford, Georgia, USA

    Jeffery Galle

Dialogues

Dialogues

Dialogue 1 of Jasmine Brown and Phoebe Godfrey Recorded June 10, 2015

Dialogue 2 of Jasmine Brown and Phoebe Godfrey, Recorded June 10, 2015

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Brown, J., Godfrey, P. (2017). Teaching and Learning from Within: A Placed-Based Pedagogy for Heartfelt Hope. In: Shannon, D., Galle, J. (eds) Interdisciplinary Approaches to Pedagogy and Place-Based Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-50621-0_13

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  • DOI: https://doi.org/10.1007/978-3-319-50621-0_13

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