English, Department of


Date of this Version

Summer 6-4-2012


A THESIS Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of the Requirements For the Degree of Master of Arts, Major: English, Under the Supervision of Professor Robert Brooke. Lincoln, Nebraska: June, 2012

Copyright (c) 2012 Tamara A. Zwick


Many educators are turning to place-conscious education as a means of making students’ education relevant and meaningful, as well as encouraging them to contribute to their local communities in positive ways. While many scholars focus their research on place-conscious education on rural areas, a growing body of scholarship examines how place-conscious principles can be applied in inner city schools. Differences in emphasis and approach exist between the rural and urban scholarship, however. This work analyzes some key differences as well as examining why they might exist. Urban students’ relationship with place is complicated by societal messages which make fostering a pride of place a difficult but necessary task for place-conscious educators.