Walker, Emma ORCID: https://orcid.org/0000-0002-4494-8093 and Walker, Lily (2023) Mapping the importance of place, identity and local ways of knowing. In: Rawlings Smith, Emma and Pike, Susan, (eds.) Encountering Ideas of Place in Education. Routledge, pp. 107-116

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Abstract

This chapter draws on empirical research carried out over a two-year period in a small coastal secondary school in the North of England. Tracing the trajectory of the academisation project in English schools, the chapter begins with an exploration of the conditions that being subject to a ‘forced academy order’ brings. Set against a background of policy which, it is argued, privileges the neoliberal ideals of competition and individualism, we see an erasure of space and place as the academy trust, which takes over the school, seeks to both regulate and colonise. Through the voices of both students and teachers, this chapter develops a counternarrative as it examines the ontological connection to place experienced by the school community. The chapter reflects upon how such a connection to place can inform pedagogy through understanding personal geographies. It leads to a questioning of whether the curriculum addresses and enables physical and emotional space for local connections and landscapes to be formed. It then offers a framework for teachers to harness concepts related to place and local ways of in their own teaching and learning.

Item Type:	Book Section
Additional Information:	This is an Accepted Manuscript of a book chapter published by Routledge in Encountering Ideas of Place in Education on 01/12/2023 available online: https://www.taylorfrancis.com/chapters/edit/10.4324/9781003386162-11/mapping-importance-place-identity-local-ways-knowing-emma-walker-lily-walker
Status:	Published
DOI:	10.4324/9781003386162-11
Subjects:	G Geography. Anthropology. Recreation > G Geography (General) L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2361 Curriculum
School/Department:	School of Education, Language and Psychology
URI:	https://ray.yorksj.ac.uk/id/eprint/9757

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