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Forgotten Places

Critical Studies in Rural Education

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Edited By William M. Reynolds

Forgotten Places: Critical Studies in Rural Education critically investigates and informs the construction of the rural, rural identity and the understanding of the rural internationally. This book promotes and expands the notion of critical understandings of rural education, particularly in the areas of race, class, gender, and LGBTQ, with conceptualizations of social justice. While there have been many volumes written on critical issues in urban education, only a small number have been produced on rural education, and the majority of those are not critical. By contrast, Forgotten Places not only discusses "schools in the country," but also expands conceptualizations of the rural beyond schools and place as well as beyond the borders of the United States. It also tackles the artificial duality between conceptualizations of urban and rural. Forgotten Places includes scholarly investigations into the connections among the symbolic order, various forms of cultural artifacts and multiple readings of these artifacts within the context of critical/transformational pedagogy. This book fills a significant gap in the scholarly work on the ramifications of the rural.

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Chapter Twenty-One: Learning from the Margins: A Case of Critical Community Pedagogy in Rural Thailand (Mark Vicars)

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CHAPTER TWENTY-ONE

Learning FROM THE Margins

A Case of Critical Community Pedagogy in Rural Thailand

MARK VICARS



INTRODUCTION

This chapter narrates teaching and learning interactions with culturally prescribed discourses of practice to situate English language learning and teaching in rural Thai school communities as a critical encounter. It draws upon data taken from two projects that sought to provide a pedagogic reframing of English language teaching in rural schools in Thailand. In both projects teacher educators and pre-service education students worked alongside Thai English language teachers in rural Thai schools recording in journals reflexive narratives that documented pedagogic practices and curriculum development. The chapter references the introduction of a Thai Core Curriculum and how the repositioning of English language pedagogy in rural Thai schools generated opportunities for a collaborative and reflexive re/thinking of teaching practice.

Situating the notion of encounter as a pedagogical process, this chapter draws on the development and delivery of a teaching and learning English project in rural primary schools in Thailand by Australian teacher educators in 2013 and pre-service education students in 2014. The rationale for the pre-service teaching placements, in which seventeen pre-service teachers undertook a practicum in rural primary schools located on the outer margins of Bangkok for three weeks, was drawn from an Australian Government funded project that partnered with a Thai University in 2012. ← 341 | 342 →

This partnership had sought to Strengthen the...

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