The "Terroir" of Teaching: A Spatial Turn in Teacher Education

• In Event: Rethinking Place and Space in Social Studies Research: Toward a Spatial Justice Agenda

Abstract

Purpose

Flint, Michigan is known for its history in the auto industry, a shrinking population, high crime rates, and lead-poisoned water. Flint is also known for activism. Residents fought for labor rights (Sit-Down Strike of 1936), open housing, and environmental justice. These characteristics are part of the “terroir” of Flint and should shape future teachers in the city as much as Flint shapes them (Soja, 2010). This paper describes my “spatial turn” (Soja, 2010) toward being a place-based teacher educator, inspired by my research centering Flint.

Theoretical Framework

In place-based education, the community is an extension of the classroom. Important concepts, content, and constructs are contextualized through the lens of the local. Sobel describes this as the “pedagogy of place,” (2005, p. 11) where school and community are so intertwined, the community looks to students within schools as resources for change and the school curriculum gives students space to be agents for change. An important aspect of PBE is the idea of placemaking. Students need to reflect on their personal experiences with a place to understand how to engage with the community.

Findings/Interpretations

In two studies, I analyzed interview data using a photovoice methodology (Latz, 2011) where interviews center on photos taken by participants. All participants were students in Flint, but varying ages--a class of pre-school children and my social studies methods course. In the first study with preschoolers, children at a Reggio-inspired school took photos on their walks through Flint. They discussed their photos with excitement, referring to areas such as a pedestrian bridge, farmer’s market, and campus courtyard as “special places.” When they shared their special places with residents, they contributed to a more positive narrative of Flint (Whitlock, 2020). In the second study, teacher candidates took photos around Flint for a course assignment. They learned about natural and historical spaces in Flint they were unaware of, causing them to rethink their relationship with Flint and their own perceptions. Seeing Flint through the eyes of preschoolers reminded me that understanding students’ perspectives on their space/environment is important for teacher candidates to rid themselves of a community deficit model. Having my teacher candidates engage directly with Flint was a good first step for them to see its assets.

Significance

I used to think of civic engagement broadly, generally, and devoid of place--that it could be practiced anywhere in the same ways, and it could be taught the same way anywhere. However, in Flint, civic engagement is different than in other places. Taking walks through the city means something different here, when the perception is that being here is unsafe. Learning about activism means something different here, given Flint’s history and uncertain future. Taking that “spatial turn” toward understanding the influence of place on social studies education and embracing the “terroir” of Flint made me a better educator. Further study of spatial justice in teacher education can transform programs

Author

• Annie Whitlock, University of Michigan-Flint