Gibbs, T., & Howley, A. (2000). “World-Class Standards” and Local Pedagogies: Can We Do Both? Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools. (ERIC Document Reproduction Service No. EDO-RC-008)

Tom Gibbs is an instructor at Ohio University in Athens, Ohio. He teaches in the Department of Educational Studies. Aimee Howley is professor and coordinator of the Educational Administration program at Ohio University.

Does place-based education conflict with the movement for national standards and curricula? This article looks at both and asks whether the two must be mutually exclusive. It begins with a short history of the recent trend toward accountability in education including the reasoning behind national standards, which often are characterized by mandatory achievement tests. It also discusses some of the critiques that advocates of place-based education have with these new standards. Supporters of place-based education usually agree with the main goal of the standards movement, to “provide a high quality education for all students.” Where these two parties differ is in regards to the purpose of and methods used in education. For place-based educators, the purpose of education is to “prepare citizens and promote community interests.” For standards-based educators, the purpose is to “prepare workers and promote national interests.” A chart compares three of the major differences between these two philosophical camps: aims of education, educational governance, and curriculum. The article offers a needed perspective on how place-based education can be successful while ensuring high quality education and student achievement.