Skip to main content
SpringerLink
Log in
SpringerLink
Log in

Reclaiming Interiority as Place and Practice

  • Chapter
  • First Online:
Interdisciplinary Approaches to Pedagogy and Place-Based Education

Abstract

A brief review of contemporary educational theories is not only a historical representation of modern educational reform but also a conceptualization of the learner as an experiencing, thinking, and feeling human being. The recognition of the learner as one with an exterior and interior self is imagined in most major theories of learning produced in the last four decades. Paradoxically, today’s innovative pedagogies are often inattentive to introspective practices, located in interiority, that are integral to and undergird these pedagogies. This chapter imagines a space whereby teaching practices might legitimize the interactions of student minds, bodies, and spirits, deepen learning in substantive ways, and rescue them from master systems and narratives that marginalize and dismiss wisdom, compassion, self-care and, importantly, interiority as place.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
eBook
USD 24.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 32.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    Gruenewald, “Foundations of Place,” 619.

  2. 2.

    McInerney, Smyth, and Down, “’Coming to a place near you?’”

  3. 3.

    Somerville, “A Place Pedagogy,” 326.

  4. 4.

    Latta and Buck, “Enfleshing Embodiment,” 315.

  5. 5.

    Rushmere, “’Placing’ Caring Relationships in Education,” 85.

  6. 6.

    Ibid., 81.

  7. 7.

    Somerville, Power, and de Carteret, “Landscapes and Learning,” 360.

  8. 8.

    Rushmere, “’Placing’ Caring Relationships in Education,” 87.

  9. 9.

    Freire, Pedagogy of the Oppressed.

  10. 10.

    Bush, “Contemplative Higher Education in Contemporary Life,” 223–224.

  11. 11.

    Wakeman, “Power in Place-Based Education.”

  12. 12.

    O’Reilley, Radical Presence, 2.

  13. 13.

    Swick, “Robert Coles and the Moral Life.”

  14. 14.

    Barbezat and Bush, Contemplative Practices in Higher Education, 23.

  15. 15.

    Zajonc, “Love and Knowledge,” 2.

  16. 16.

    Hart, “The Inner Liberal Arts.”

  17. 17.

    Gunnlaugson et al., “An Introduction,” 5.

  18. 18.

    Mah y Busch, “A pedagogical heartbeat,” 126.

  19. 19.

    Hobson and Morrison-Saunders, “Reframing Teaching Relationships,” 774.

  20. 20.

    Zajonc, “Contemplation in Education,” 24.

  21. 21.

    Barbezat and Bush, Contemplative Practices in Higher Education, 11.

  22. 22.

    O’Reilley, Radical Presence, 8.

  23. 23.

    Powers, Hamlet’s Blackberry, 53.

  24. 24.

    Coles, The Spiritual Life of Children.

  25. 25.

    Vygotsky, Thought and Language, 225.

  26. 26.

    Bruneau. “Communicative silences.”

  27. 27.

    Claxton, “Thinking at the Edge,” 360.

  28. 28.

    Kirsch, “Creating Spaces,” 8.

  29. 29.

    Glenn, Unspoken, xiii.

  30. 30.

    Dalke, Teaching to Learn/Learning to Teach, 53.

  31. 31.

    Kalamaras, Reclaiming the Tacit Dimension, 60.

  32. 32.

    Ollin, “Silent Pedagogy and Rethinking Classroom Practice, 273.

  33. 33.

    Ibid.

  34. 34.

    Ibid.

  35. 35.

    Nelson, “Aborigine in the Citadel,” 548.

  36. 36.

    Ibid., 552.

  37. 37.

    Mah y Busch, “A Pedagogical Heartbeat.”

  38. 38.

    Hill, “Honor the Negative Space.”

  39. 39.

    O’Reilley, Radical Presence, 8.

  40. 40.

    Chodron, When Things Fall Apart, 41.

  41. 41.

    Ibid., 43.

  42. 42.

    Kegan, The Evolving Self.

  43. 43.

    Zaretsky, “An Appeal for Silence in the Seminar Room.”

  44. 44.

    Barbara Patterson, “Sustaining Life,” 158.

  45. 45.

    Soriano, Rethinking Education for a Global, Transcultural World, 53.

Bibliography

  • Barbezat, Daniel, and Mirabai Bush. Contemplative Practices in Higher Education. San Francisco, CA: Jossey-Bass, 2014.

    Google Scholar 

  • Bruneau, Tom J. “Communicative Silences: Forms and Functions.” Journal of Communication 23.1 (1973), 17–46.

    Article  Google Scholar 

  • Bush, Mirabai. “Contemplative Higher Education in Contemporary Life.” In Contemplation Nation: How Ancient Practices are Changing the Way We Live, edited by Mirabai Bush, 221–236. Kalamazoo, MI: Fetzer Institute, 2011.

    Google Scholar 

  • Claxton, Guy. “Thinking at the Edge: Developing Soft Creativity.” Cambridge Journal of Education 36.3 (2006), 360.

    Article  Google Scholar 

  • Coles, Robert. The Spiritual Life of Children. Boston, MA: Houghton Mifflin Co, 1990.

    Google Scholar 

  • Dalke, Ann French. Teaching to Learn/Learning to Teach: Meditations on the Classroom. New York: Lang Publishing, 2002.

    Google Scholar 

  • Freire, Pablo. Pedagogy of the Oppressed, 30th ed. New York: Continuum, 2000, orig., 1970.

    Google Scholar 

  • Glenn, Cheryl. Unspoken: A Rhetoric of Silence. Carbondale: Southern Illinois University Press, 2004.

    Google Scholar 

  • Gruenewald, David A. “Foundations of Place: A Multidisciplinary Framework for Place- Conscious Education.” American Educational Research Journal 40.3 (2003), 619–654.

    Article  Google Scholar 

  • Gunnlaugson, Olen, Edward S. Sarath, Charles Scott, and Heesoon Bai. “An Introduction to Contemplative Learning and Inquiry Across Disciplines.” In Contemplative Learning and Inquiry Across Disciplines, edited by Edward S. Olen Gunnlaugson, Charles Scott Sarath, and Heesoon Bai, 1–11. New York: New York Press, 2014.

    Google Scholar 

  • Hart, Tobin. “The Inner Liberal Arts.” (Presentation to the Leadership Council Meeting), Spring 2011.

    Google Scholar 

  • Hill, Renee. “Honor the Negative Space.” Journal for Contemplative Inquiry 1.1 (2014), 135–140.

    Google Scholar 

  • Hobson, Julia, and Angus Morrison-Saunders. “Reframing Teaching Relationships: From Student-Centered to Subject-Centered.” Teaching in Higher Education 18 (2013), 773–783.

    Article  Google Scholar 

  • Johnson, Jay T. “Place-Based Learning and Knowing: Critical Pedagogies Grounded in Indigeneity.” GeoJournal 77.6 (2010), 829. doi:10.1007/s10708-010-9379-1.

    Article  Google Scholar 

  • Kalamaras, George. Reclaiming the Tacit Dimension: Symbolic form in the Rhetoric of Silence. Albany: State University of New York Press, 1994.

    Google Scholar 

  • Kirsch, Gesa E. “Creating Spaces for Listening, Learning, and Sustaining the Inner Lives of Students.” The Journal of the Assembly for Expanded Perspectives on Learning 14 (2009), 56–67.

    Google Scholar 

  • Latta, Margaret M., and Gayle A. Buck. “Englishing Embodiment: ‘Falling into Trust’ with the Body’s Role in Teaching and Learning.” Educational Philosophy and Theory 40.2 (2007), 315–329.

    Article  Google Scholar 

  • Mah Y Busch, Juan D. “A Pedagogical Heartbeat: The Integration of Critical and Contemplative Pedagogies for Transformative Education.” The Journal of Contemplative Inquiry 1 (2014), 113–134.

    Google Scholar 

  • Margaret, Somerville, Kerith Power, and de Carteret Phoenix. “Landscapes and Learning” Place Studies for a Global World.” Children, Youth and Environments 21.1 (2011), 360–362.

    Google Scholar 

  • McInerney, Peter, John Smyth, and Barry Down. “’Coming to a Place Near you?’ The Politics and Possibilities of a Critical Pedagogy of Place-Based Education.” Asia-Pacific Journal of Teacher Education 39.1 (2011): http://dx.doi.org/10.1080/1359866X.2010.540894.

  • Nelson, Marilyn. “Aborigine in The Citadel.” The Hudson Review, Inc 53.4 (2001), 543–553.

    Article  Google Scholar 

  • O’Reilley, Mary Rose. Radical Presence. Portsmouth, NH: Boynton/Cook Publishers, 1998.

    Google Scholar 

  • Ollin, Ross. “Silent Pedagogy and Rethinking Classroom Practice: Structuring Teaching Through Silence Rather Than Talk.” Cambridge Journal of Education 38.2 (2008), 265–280.

    Article  Google Scholar 

  • Ortiz, Simon. “Indigenous Language Consciousness: Being, Place, and Sovereignty.” In Sovereign Bones: New Native American Writing, edited by E. L. Gansworth, 135–148. New York: Nation Books, 2007.

    Google Scholar 

  • Patterson, Barbara. “Sustaining Life: Contemplative Pedagogies in a Religion and Ecology Course.” In Meditation and the Classroom, edited by Judith Simmer-Brown and Fran Grace, 155–161. Albany, NY: State University of New York Press, 2011.

    Google Scholar 

  • Rushmere, Andrew. “’Placing’ Caring Relationships in Education: Addressing Abstraction and Domination.” Paideusis 16.2 (2007), 81–88.

    Google Scholar 

  • Schultz, Katherine. Rethinking Classroom Participation: Listening to Silent Voices. New York: Teachers College Press, 2009.

    Google Scholar 

  • Somerville, Margaret J. “A Place Pedagogy for ‘Global Contemporaneity’.” Educational Philosophy and Theory 42.3 (2010), 326–344.

    Article  Google Scholar 

  • Soriano, Encarnacion. Rethinking Education for a Global, Transcultural World. Charlotte, NC: Information Age Publishing, 2015.

    Google Scholar 

  • Swick, David. “Robert Coles and the Moral Life.” Mindful. August 24, (2010): np.

    Google Scholar 

  • Wakeman, Heather. “Power in Place-Based Education: Why a Critical Pedagogy of Place Needs to be Revived and How Narratives or Collective Biographies Support Its Practice.” Doctoral Projects, Masters Plan B, and Related Works, University of Wyoming, 2015.

    Google Scholar 

  • Zajonc, Arthur. “Love and Knowledge: Recovering the Heart of Learning Through Contemplation.” Teachers College Record 108.9 (2006), 1741–1759.

    Article  Google Scholar 

  • Zajonc, Arthur. “Contemplation in Education.” In Handbook of Mindfulness in Education, edited by K. A. Schonert-Reichl and R. W. Roeser, 17–27. New York: Springer-Verlag, 2016.

    Chapter  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Psychology and Women’s Studies, Oxford College of Emory University, Oxford, USA

    Patricia Owen-Smith

Authors
  1. Patricia Owen-Smith
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Emory University , Oxford, Georgia, USA

    Deric Shannon

  2. Emory University , Oxford, Georgia, USA

    Jeffery Galle

Rights and permissions

Reprints and permissions

Copyright information

© 2017 The Author(s)

About this chapter

Cite this chapter

Owen-Smith, P. (2017). Reclaiming Interiority as Place and Practice. 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_3

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-50621-0_3

  • Published:

  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-319-50620-3

  • Online ISBN: 978-3-319-50621-0

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation