Making Room for Place-Based Knowledge in Rural Classrooms

Devora Shamah, Katherine MacTavish · 2018 · The Rural Educator

Summary. Rural classrooms can better serve students by incorporating place-based knowledge that reflects local communities and environments. The authors argue that integrating local context into curriculum strengthens educational relevance and student engagement in rural settings, moving beyond standardized approaches that ignore regional distinctiveness and community assets.

Read the original

Cite this article

Shamah, D., & MacTavish, K.. (2018). Making Room for Place-Based Knowledge in Rural Classrooms. The Rural Educator. https://doi.org/10.35608/ruraled.v30i2.448

@article{shamah-2018-making-room-place-based-knowledge,
  title   = {Making Room for Place-Based Knowledge in Rural Classrooms},
  author  = {Devora Shamah and Katherine MacTavish},
  journal = {The Rural Educator},
  year    = {2018},
  doi     = {10.35608/ruraled.v30i2.448},
  url     = {https://doi.org/10.35608/ruraled.v30i2.448}
}

TY  - JOUR
TI  - Making Room for Place-Based Knowledge in Rural Classrooms
AU  - Devora Shamah
AU  - Katherine MacTavish
JO  - The Rural Educator
PY  - 2018
DO  - 10.35608/ruraled.v30i2.448
UR  - https://doi.org/10.35608/ruraled.v30i2.448
ER  -

Details

DOI: 10.35608/ruraled.v30i2.448
Countries: United States
Regions: North America
Categories: education, regional-innovation-systems
Added: 2026-04-28