Melissa Sherfinski is an associate professor of early childhood and elementary education at West Virginia University. Sharon Hayes is an associate professor of elementary education at West Virginia University.

• Contents (Tentative)ForewordAcknowledgmentsIntroduction"The Bubble"Place-Based Education and Its PotentialA Dynamic Charge for Teacher Education1.  The Need for Place-Based Teacher EducationContexts for the BookThree Challenges Connecting the PlacesWhy We Needed Place-Based Teacher EducationNeoliberal Challenges to Place-Based Teacher EducationReclaiming AccountabilityChallenges of Reclaiming AccountabilityWhat's Next?2.  Theoretical FrameworkThe Nature of Meaning-MakingThree Approaches to Place-Based EducationHumanizing Place-Based Education in School ClassroomsPlace-Based Teacher EducationNegotiation: Sensing and Resisting Neoliberal PoliciesQuestions for Reflection and DiscussionWhat's Next?3.  The Narrative Portfolio ProjectContext of the Teacher Education ProgramThe Narrative Portfolio as a Counter-Narrative to FailureQuestions for Reflection and DiscussionWhat's Next?4.  Resisting Neoliberalism Through Place-Based Narrative Portfolio WorkGetting Lost in PlacesVignette 1. Critical Reflection on PlaceVignette 2. Dialogue With Place in MindVignette 3. Transforming I-It to I-YouVignette 4. Diffraction: Bending Around BarriersConclusionQuestions for Reflection and DiscussionWhat's Next?5.  Pairing Our Place-Based Approach With Racial JusticeAnti-Racist EducationCOVID-19 and Anti-Racist TeachingPlace-Based Education Post-GraduationConclusionQuestions for Reflection and DiscussionWhat's Next?6.  Practice and Policy ImplicationsTeacher Education Program Assessment in the "Cluster"Transforming Teacher Education AssessmentThe Change ProcessSuggestions for PracticeConclusionQuestions for Reflection and DiscussionWhat's Next?Methodology Appendix. Capturing Meanings of Place-Based Education and AssessmentBackground for the StudyMethodAppendix A. Lenses of Teacher Education and Revised "10 Characteristics of the Novice Teacher" for PDS Mentors and Faculty Professional DevelopmentAppendix B. A Portrait of Becoming: The Stories of a Teacher and Their LearnersOur PlacesLearners and TeachersBeginning the Year . . . Looking and Seeing as an EthnographerExploring the Literature: Disrupting the CommonplacesOur JourneyOur LearningA Reflective Pause With an Eye to the FutureFinal ThoughtsAppendix C. Destiny's Stamped by Reynolds & Kendi (2020) Community Book Club Plan (Abbreviated Version)EndnotesReferencesIndex

Melissa Sherfinski is an associate professor of early childhood and elementary education at West Virginia University. Sharon Hayes is an associate professor of elementary education at West Virginia University.

• Contents (Tentative)ForewordAcknowledgmentsIntroduction"The Bubble"Place-Based Education and Its PotentialA Dynamic Charge for Teacher Education1.  The Need for Place-Based Teacher EducationContexts for the BookThree Challenges Connecting the PlacesWhy We Needed Place-Based Teacher EducationNeoliberal Challenges to Place-Based Teacher EducationReclaiming AccountabilityChallenges of Reclaiming AccountabilityWhat's Next?2.  Theoretical FrameworkThe Nature of Meaning-MakingThree Approaches to Place-Based EducationHumanizing Place-Based Education in School ClassroomsPlace-Based Teacher EducationNegotiation: Sensing and Resisting Neoliberal PoliciesQuestions for Reflection and DiscussionWhat's Next?3.  The Narrative Portfolio ProjectContext of the Teacher Education ProgramThe Narrative Portfolio as a Counter-Narrative to FailureQuestions for Reflection and DiscussionWhat's Next?4.  Resisting Neoliberalism Through Place-Based Narrative Portfolio WorkGetting Lost in PlacesVignette 1. Critical Reflection on PlaceVignette 2. Dialogue With Place in MindVignette 3. Transforming I-It to I-YouVignette 4. Diffraction: Bending Around BarriersConclusionQuestions for Reflection and DiscussionWhat's Next?5.  Pairing Our Place-Based Approach With Racial JusticeAnti-Racist EducationCOVID-19 and Anti-Racist TeachingPlace-Based Education Post-GraduationConclusionQuestions for Reflection and DiscussionWhat's Next?6.  Practice and Policy ImplicationsTeacher Education Program Assessment in the "Cluster"Transforming Teacher Education AssessmentThe Change ProcessSuggestions for PracticeConclusionQuestions for Reflection and DiscussionWhat's Next?Methodology Appendix. Capturing Meanings of Place-Based Education and AssessmentBackground for the StudyMethodAppendix A. Lenses of Teacher Education and Revised "10 Characteristics of the Novice Teacher" for PDS Mentors and Faculty Professional DevelopmentAppendix B. A Portrait of Becoming: The Stories of a Teacher and Their LearnersOur PlacesLearners and TeachersBeginning the Year . . . Looking and Seeing as an EthnographerExploring the Literature: Disrupting the CommonplacesOur JourneyOur LearningA Reflective Pause With an Eye to the FutureFinal ThoughtsAppendix C. Destiny's Stamped by Reynolds & Kendi (2020) Community Book Club Plan (Abbreviated Version)EndnotesReferencesIndex

Melissa Sherfinski is an associate professor of early childhood and elementary education at West Virginia University. Sharon Hayes is an associate professor of elementary education at West Virginia University.

• Contents (Tentative)ForewordAcknowledgmentsIntroduction"The Bubble"Place-Based Education and Its PotentialA Dynamic Charge for Teacher Education1.  The Need for Place-Based Teacher EducationContexts for the BookThree Challenges Connecting the PlacesWhy We Needed Place-Based Teacher EducationNeoliberal Challenges to Place-Based Teacher EducationReclaiming AccountabilityChallenges of Reclaiming AccountabilityWhat's Next?2.  Theoretical FrameworkThe Nature of Meaning-MakingThree Approaches to Place-Based EducationHumanizing Place-Based Education in School ClassroomsPlace-Based Teacher EducationNegotiation: Sensing and Resisting Neoliberal PoliciesQuestions for Reflection and DiscussionWhat's Next?3.  The Narrative Portfolio ProjectContext of the Teacher Education ProgramThe Narrative Portfolio as a Counter-Narrative to FailureQuestions for Reflection and DiscussionWhat's Next?4.  Resisting Neoliberalism Through Place-Based Narrative Portfolio WorkGetting Lost in PlacesVignette 1. Critical Reflection on PlaceVignette 2. Dialogue With Place in MindVignette 3. Transforming I-It to I-YouVignette 4. Diffraction: Bending Around BarriersConclusionQuestions for Reflection and DiscussionWhat's Next?5.  Pairing Our Place-Based Approach With Racial JusticeAnti-Racist EducationCOVID-19 and Anti-Racist TeachingPlace-Based Education Post-GraduationConclusionQuestions for Reflection and DiscussionWhat's Next?6.  Practice and Policy ImplicationsTeacher Education Program Assessment in the "Cluster"Transforming Teacher Education AssessmentThe Change ProcessSuggestions for PracticeConclusionQuestions for Reflection and DiscussionWhat's Next?Methodology Appendix. Capturing Meanings of Place-Based Education and AssessmentBackground for the StudyMethodAppendix A. Lenses of Teacher Education and Revised "10 Characteristics of the Novice Teacher" for PDS Mentors and Faculty Professional DevelopmentAppendix B. A Portrait of Becoming: The Stories of a Teacher and Their LearnersOur PlacesLearners and TeachersBeginning the Year . . . Looking and Seeing as an EthnographerExploring the Literature: Disrupting the CommonplacesOur JourneyOur LearningA Reflective Pause With an Eye to the FutureFinal ThoughtsAppendix C. Destiny's Stamped by Reynolds & Kendi (2020) Community Book Club Plan (Abbreviated Version)EndnotesReferencesIndex