Place-based education has received significant attention in recent years. This article briefly surveys common place-based education models and then argues for a more place-focused English language arts classroom in secondary schools where rural and regional literature is often absent from the curricula. The author posits that teacher-education programs do not usually address rural or regional literature and consequently, teachers enter the classroom unprepared to teach it. The article presents a rationale for focusing on rural literature written before 1965 as well as a rationale for foregrounding the rural experience in such a course. The author then describes the process of researching and developing a course template for teacher-education programs wishing to focus on regional literature. Also included are the course template and materials developed using the Rural Lit. R.A.L.L.Y. regional and rural authors database.
Longhurst, J. M. (2012). Incorporating Rural and Farm Novels in the Secondary School Classroom: Where We Come From is Who We Are. Journal of Inquiry and Action in Education, 4 (3). Retrieved from https://digitalcommons.buffalostate.edu/jiae/vol4/iss3/6
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