We want to compare placed-based literacy implementation strategies, from research compared to lived experiences, across disciplines and cultural contexts because they may differ but also may have similarities which could be used to help teachers problem solve across disciplines.
References:
Bertling, J. G. (2015). The art of empathy: A mixed methods case study of a   critical place-based art education program. International Journal of    Education & the Arts, 16(13), 1-26. Retrieved from      http://www.ijea.org/v16n13/.
Donovan, E. (2016).  Learning the language of home: Using place-based writing practice to help rural students to connect to their communities. The Rural Educator, 37, 1-12. Retrieved from hp/ruraleducator/article/view/334.
Websites:
https://www.tetonscience.org/programs/mountain-academy/
https://www.foxfire.org/about-foxfire/
Guests:
John Gabriele- John worked for over 30 years as a 7-12 music teacher in the City of Rochester. He has retired from this urban teaching context, but still enjoys maintaining contact with his school.
Peggy Lembke- Peggy works as a high school English teacher in Sodus, a rural district. She has taught for nineteen years in this district, and she has instructed grades 7-12.  She has also taught in suburban districts.

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