Abstract
Literacy, Place, and Pedagogies of Possibility does not explicitly address rural education, but its synthesis of placebased education and critical literacy is relevant for rural teachers and researchers. Responding to the "spatial turn" in education (e.g., Green & Corbett, 2013), Barbara Comber examines the ways in which her work on "critical literacy, based on curricular justice" (p. 5) might be applied within the new understanding of space and place that sociologists and cultural geographers have given us (e.g., Lefebvre, 1991; Massey, 1994, 2005; Soja, 1989). While Comber's examples of critical/place-based literacies come from urban, rural, and suburban environments, the framework she lays out for developing both curriculum and teacher education is well-suited to rural education.
How to Cite:
Donehower, K. (2016). Book review of Literacy, place, and pedagogies of possibility. Journal of Research in Rural Education, 31(5), 1–3. https://doi.org/10.18113/P8JRRE3105
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Published on
2016-02-26
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