Global Education and the Postindustrial City: Student and Teacher Narratives of the Global in the Local

• In Event: Global Visions of Curriculum: Culture, Education, and Meaning

Abstract

How do working class students and teachers in a postindustrial community compose, embody and express in practice, “in-school” and community narratives of globalization? How do students’ engagements with the physical and social spaces of the city produce nostalgia, hope and possibilities for access to global means of production? What role do social studies teacher play in this process? This paper explores student narratives of nostalgia and hope within and amongst the school and the city in postindustrial Flint, Michigan. Making use of data from photo-elicited interviews, observations and analyses of curricular materials collected during a four-month narrative study, this paper will inform curriculum theory in critical geography as well as pedagogy in global education and the social studies.

Author

• Aaron Thomas Bodle, James Madison University