National Writing Project

Rural Voices: Place-Conscious Education and the Teaching of Writing

Edited by Robert E. Brooke (National Writing Project and Teachers College Press, 2003)

List price: $22.95
NWP's Price: $16.00

In Rural Voices: Place-Conscious Education and the Teaching of Writing, Robert Brooke and his colleagues at the Nebraska Writing Project offer classroom-based essays written on the premise that "real accountability emerges when education teaches how to live well, actively, and fully in a given place." Grounded in the rural schools and communities where these teachers work, this book—an outgrowth of research led by the Rural Voices, Country Schools project of the National Writing Project and funded in part by the Annenberg Rural Challenge—will inspire and instruct educators everywhere.

Each of the eight essays presented in this 216-page book demonstrates how productive place-based classroom writing programs serve as models for both public engagement and authentic learning. Through the example of these teachers, readers will experience the connection between active learning and place-conscious writing. They'll also find dozens of ways that a deep immersion in local knowledge can spiral out into an understanding of the world in general. And, perhaps most importantly, they will discover ways that place-based education can involve teachers and students in public work that enhances community life.


A Geography of Stories: Helping Secondary Students Come to Voice Through Readings, People, and Place (2003)
The following excerpt from the newly released National Writing Project/Teachers College Press book articulates how students' awareness of personal identity contributes to a unique sense of voice. Here, Phip Ross elaborates on how the transcription of people's experiences and surroundings can create an immortal and meaningful expression of who we are in relation to our communities.

Rural Voices Book Proves Timing is Everything (2003)
Rural Voices: Place-Conscious Education and the Teaching of Writing,
the first book in a copublishing venture between NWP and Teachers College Press, is a quiet but powerful pitch for an educational system that is based on a localized, teacher- and community-driven curriculum. The result of research by Nebraska Writing Project teachers in NWP's Rural Voices, Country Schools project, the book offers an antidote to today's one-size-fits-all educational policies.

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