Slow Bread, Slow Cities, Slow Pedagogy: Dale Primary School, Derby: Sarah Coxon
Editor’s introduction This case study demonstrates how immersive learning experiences can be engendered through adopting ‘slow pedagogy’. This involves approaches to personalised learning which allow for:
Sarah Coxon, the year teacher who wrote this chapter, suggests, much like Iain at Fulbridge, that children’s daily experiences provide them with limited opportunities for creative and cultural development. But, unlike Fulbridge, which relied on its immediate locality for inspiration, her school’s solution for enhancing these experiences was galvanised by a study trip to the pre-schools of Pistoia in northern Italy.