The Possibility of Place: One Teacher's Use of Place-Based Instruction for English Students in a Rural High School

Amy Price Azano · 2011 · Pennsylvania Libraries: Research & Practice (University of Pittsburgh)

Summary. A teacher in a rural high school used place-based instruction to teach eighth-grade English, connecting lessons to students' local communities and experiences. When the teacher grounded instruction in place-based content rather than personal anecdotes, students developed their own understanding of place. While place-based strategies increased curricular relevance, the study warns that without critical analysis, rural students may struggle to interpret structural inequalities affecting their communities. The research recommends integrating critical pedagogy into place-based English instruction.

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Azano, A. P.. (2011). The Possibility of Place: One Teacher's Use of Place-Based Instruction for English Students in a Rural High School. Pennsylvania Libraries: Research & Practice (University of Pittsburgh). https://doi.org/10.18113/p8jrre2610

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  title   = {The Possibility of Place: One Teacher's Use of Place-Based Instruction for English Students in a Rural High School},
  author  = {Amy Price Azano},
  journal = {Pennsylvania Libraries: Research & Practice (University of Pittsburgh)},
  year    = {2011},
  doi     = {10.18113/p8jrre2610},
  url     = {https://doi.org/10.18113/p8jrre2610}
}

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Details

DOI: 10.18113/p8jrre2610
Countries: United States
Regions: North America
Categories: education, rural-data-and-definitions
Added: 2026-04-28