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|Title:||Being Open to Place||Contributor(s):||Maxwell, Thomas W (author)||Publication Date:||2009||Handle Link:||https://hdl.handle.net/1959.11/3198||Abstract:||In this chapter I stress the importance that schools and teachers need to have a broad understanding of the rural context because of the social and cultural capital (see Chapter 3) that students in rural places bring to the school and to the classroom. These understandings provide opportunities for teachers. I also make problematic how some teachers, particularly from urban areas, may perceive rural locations stereotypically and make the case for this stereotypical vision to be replaced by a more realistic and place-orientated perspective. It does this using current research, which challenges commonsense assumptions about rural schools as well as providing generalities that can be starting places for place-based understandings.||Publication Type:||Book Chapter||Source of Publication:||Interrogating Common Sense: Teaching for Social Justice, v.1, p. 175-194||Publisher:||Pearson SprintPrint||Place of Publication:||Frenchs Forest, Australia||ISBN:||9781442507197||Field of Research (FOR):||139999 Education not elsewhere classified||HERDC Category Description:||B1 Chapter in a Scholarly Book||Other Links:||http://nla.gov.au/anbd.bib-an43704071
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|Appears in Collections:||Book Chapter|
School of Education
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