Are the philosophies and pedagogical practices of literature-based classrooms congruent with place-based classrooms? In this paper, the author argues that not only is imaginative literature compatible with place-based philosophies, but it can become a powerful centerpiece of a curriculum aimed at educating for a sense of place and inspiring life-long readers.

Author Biography

Sarah Fischer is a former elementary classroom teacher. She is currently a PhD candidate in the Department of Curriculum and Instruction at Penn State University, where she teaches children’s literature, reading, and language arts methods courses for preservice teachers. In her research, she looks at the intersections of children’s reading experiences and theories of place.



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