Teaching in Liminal Spaces: Comparing Rural Social Studies Teachers’ and Community Members’ Perceptions of Place

• In Event: Embracing Place and Identity: Culturally Relevant and Inclusive Pedagogies in Rural Education

Abstract

This study highlights the importance of place-based pedagogy and critical analyses of place in helping rural teachers elevate community assets and dismantle community inequities in social studies classrooms. I use a portraiture methodology to examine how two rural social studies teachers perceive their communities and analyze how those perceptions compare to perceptions held by other community members. Findings demonstrate some disconnect between teacher and community member perceptions, reifying the importance of intentionally preparing rural social studies teachers to engage in critical analyses of place and implement place-based pedagogies in their instruction. Findings also temper an increasing emphasis on “grow-your-own” rural teacher recruitment, demonstrating a need to hire asset-minded outsiders alongside hometown teachers for social studies positions in rural schools.

Author

• Al Wood, Michigan State University