Geographical Education In A Changing World
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| Author | : John Lidstone |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 282 |
| Release | : 2006-06-06 |
| Genre | : Education |
| ISBN | : |
The status of geography in school curricula varies across the globe. Geography, as a discrete subject, has, in some countries, established a strong position in both primary and secondary schools while in others it has a weaker position, often a component of integrated and cross-curricular arrangements. Globally, the trend is for geography's status to be challenged. A central theme of this book is the location of geography in school curricula with particular reference to centrality and marginality. A second theme relates to the subject status of geography. A third theme relates to the spirit and purpose of school geography and the traditions that underpin the subject and how these are changing. A fourth theme relates to the way geography is being seen by curriculum planners as contributing to the achievement of governmental aims for society in general. A fifth theme concerns the human and material resources infrastructure. Finally, what of the future? The underpinning assumption is that experiences gained in one country will be of real interest to educators in another. The book, is part of the work of the Commission on Geographical Education of the International Geographical Union. Part 1, written in a global context, focuses on the distinctive traditions of school geography. Part 2 reviews the contemporary state of school geography on a broad continental basis with each chapter including national case studies, written by experts drawn from those countries. The final parts comprises chapters that extrapolate from the present and point to likely future developments in the subject, again with examples drawn from various countries.
| Author | : Osvaldo Muñiz Solari |
| Publisher | : Springer |
| Total Pages | : 231 |
| Release | : 2015-08-31 |
| Genre | : Science |
| ISBN | : 4431555196 |
This book is an initiative presented by the Commission on Geographical Education of the International Geographical Union. It focuses particularly on what has been learned from geospatial projects and research from the past decades of implementing geospatial technologies (GST) in formal and informal education. The objective of this publication is to inform an international audience of teachers, professionals, scholars, and policymakers about the state of the art and prospects of geospatial practices (GPs) as organized activities that use GST and lessons learned in relation to geographical education. GST make up an advanced body of knowledge developed by practitioners of geographic information systems (GIS), remote sensing (RS), global positioning systems, (GPS), and digital cartography (DC). GST have long been applied in many different sectors; however, their first use in higher education began in the early 1980s and then diffused to secondary schools during the 1990s. Starting with GIS and RS, it evolved into a much broader context, as GST expanded to include GPS and DC with new communication technologies and Internet applications. GST have been used around the world as a combination of tools and special techniques to make research, teaching, and learning more effective.
| Author | : John Lidstone |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 258 |
| Release | : 2006-07-19 |
| Genre | : Science |
| ISBN | : 1402048076 |
This book results from the work of the Commission on Geographical Education of the International Geographical Union. Part 1 focuses on the distinctive traditions of school geography. Part 2 reviews the state of school geography on a broad continental basis, including national case studies by local experts. The final chapters extrapolate from the present and point to likely future developments in the subject, again with examples drawn from various countries.
| Author | : Ali Demirci |
| Publisher | : Springer |
| Total Pages | : 249 |
| Release | : 2018-04-26 |
| Genre | : Social Science |
| ISBN | : 3319772163 |
This book presents the core concepts of geographical education as a means of understanding global issues from a spatial perspective. It treats education, supported by high standards, approaches, methodologies, and resources, as essential in exploring the interactions of the world’s human and environmental systems at local, regional, and global scales embedded in the nature of the discipline of geography. It covers topics such as climate change, sustainable development goals, geopolitics in an uncertain world, global crisis, and population flows, which are of great interest to geography researchers and social sciences educators who want to explore the complexity of contemporary societies. Highly respected scholars in geography education answer questions on key topics and explain how global understanding is considered in K-12 education in significant countries around the globe. The book discusses factors such as the Internet, social media, virtual globes and other technological developments that provide insights into and visualization – in real time – of the intensity of relationships between different countries and regions of the earth. It also examines how this does not always lead to empathy with other political, cultural, social and religious values: terrorism threats and armed conflicts are also essential features of the global world. This book opens the dialogue for global understanding as a great opportunity for teachers, educators, scholars and policy makers to better equip students and future citizens to deal with global issues.
| Author | : Nicola Walshe |
| Publisher | : Routledge |
| Total Pages | : 248 |
| Release | : 2020-10-07 |
| Genre | : Education |
| ISBN | : 1000196704 |
Geography Education in the Digital World draws on theory and practice to provide a critical exploration of the role and practice of geography education within the digital world. It considers how living within a digital world influences teacher identity and professionalism and is changing young people’s lives. The book moves beyond the applied perspective of educational technology to engage with wider social and ethical issues of technology implementation and use of digital data within geography education. Situated at the intersection between research and practice, chapters draw on a wide range of theory to consider the role, adoption and potential challenges of a range of digital technologies in furthering geographical education for future generations. Bringing together academics from the fields of geography, geography education and teacher education, the book engages with four key themes within the digital world: Professional practice and personal identities. Geographical sources and connections. Geospatial technologies. Geographical fieldwork. This is a crucial read for geographers, geography educators and geography teacher educators, as well as those engaging with existing and new technologies to support geographical learning in the dynamic context of the digital world. It will also be of interest to any students, academics and policymakers wanting to better understand the impact of digital media on education.
| Author | : Osvaldo Muñiz Solari |
| Publisher | : Springer |
| Total Pages | : 196 |
| Release | : 2016-07-30 |
| Genre | : Science |
| ISBN | : 3319447173 |
This book informs an international audience of teachers, scholars and policymakers about the development of learning progressions for primary and secondary geography education in various countries and regions of the world. The book represents an important contribution to learning progressions research and practice. The different chapters explore how curriculum standards and frameworks in different countries portray progress and sophistication in the learning of geography. The book compares educational systems and how teachers and curriculum developers use the concept of “learning progression” to guide educational practices. As an approach to educational research, learning progressions offer considerable potential for understanding how children develop understanding of geographic concepts and practices across grade bands and in relation to national geography standards. The book analyzes the general conditions of learning progressions within the context of a globalized world. Important themes are addressed such as: knowledge acquisition in formal education; measuring learning progressions in informal settings; learning progressions for one curriculum standard or several standards; conditions to assess progression in the learning of facts, concepts, and skills; and multiple pathways for understanding or learning geography. The contributing authors are experienced scientists in the field from all around the world giving specific insights into the practices of their countries. The book appeals to K-12 teachers, school administrators, policymakers, researchers in geography education, professors and lecturers at universities around the world.
| Author | : Simon Ross |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2010 |
| Genre | : Europe |
| ISBN | : 9780340946060 |
Exploring Geography in a Changing World is a new Key Stage 3 series designed to present real-life geography to motivate and stimulate pupils. With challenging content, engaging practical activities and an emphasis on 'thinking skills' pupils can achieve a solid foundation of knowledge and skills for progression to GCSE. Book 3 addresses global issues such as population distribution, the contrast between rich and poor societies and environmental concerns. Opportunities for fieldwork are provided throughout the course, and pupils relate the content to the real world through the Issues activities at the end of each chapter.
| Author | : Daniel A. Wagner |
| Publisher | : Routledge |
| Total Pages | : 314 |
| Release | : 2017-10-04 |
| Genre | : Psychology |
| ISBN | : 1136294511 |
Learning is the foundation of the human experience. It begins at birth and never stops, a continuous and malleable link across life stages of human development. Disparities in learning access and outcomes around the world have deep consequences for income, social mobility, health, and well-being. For international development practitioners faced with today's unprecedented environmental and geopolitical pressures, learning should be viewed as a touchstone and target for those seeking to truly effect global change. This book traces the path of international development work—from its pre-colonial origins to the emergence of economics as the dominant discipline in the field—and lays out a new agenda for policymakers, researchers, and practitioners, from early education through adulthood. Learning as Development is an attempt to rethink international education in a changing world.
| Author | : Alex Standish |
| Publisher | : Routledge |
| Total Pages | : 224 |
| Release | : 2008-10-07 |
| Genre | : Education |
| ISBN | : 113403203X |
‘For geographers across the globe this book provides the arguments for a return to the teaching of geography and why they should reject the politicisation of the subject by education policy makers and politicians. Standish’s careful critique shows the necessity of a depoliticised geography curriculum the irony of which would be that it would ensure that every child could point to Iraq, Iran and Afghanistan on a map.’ Prof. Dennis Hayes – Oxford Brookes University, UK 'A prescient and critical analysis of the changing face of geography teaching. This book deserves to be widely read and debated. Alex Standish's book puts current trends in geography teaching in historical and critical context. It comprises a forthright and timely defence of geographical education for its own sake.' Dr Jim Butcher, FRSA, Department of Sport Science, Tourism and Leisure, Canterbury Christ Church University. Since the early 1990s, educational policy makers and some subject leaders have been seeking to fundamentally change the teaching of geography in UK and US schools, from a subject which encourages students to explore spatial concepts, ideas and skills, to a more ethics based subject concerned with the promotion of environmentalism, cultural diversity and social justice. In this book the new approach is critically examined, within a historical and ideological context, addressing a number of fundamental questions: Should geography be used as a tool for the delivery of citizenship ideals? How does this affect the intellectual and moral value of geographical education for young people? If the state and teachers are taking more responsibility for the values, attitudes and emotional responses of students, how will they learn to develop these qualities for themselves? If global perspectives shift the focus of education from learning about the outside world to learning about the self, what is its vision of social progress and conception of social change? This book advocates a return to liberal models of education, arguing that the new approach to geography currently being promoted for schools fundamentally undermines the educational value of the subject, and the freedom of young people to shape the world in which they live. A vital resource for teachers and student teachers alike, Global Perspectives in the Geography Curriculum makes a significant contribution to the growing debate about the future direction of the discipline itself.
| Author | : Brian Wattchow |
| Publisher | : Monash University Publishing |
| Total Pages | : 244 |
| Release | : 2011-02-01 |
| Genre | : Education |
| ISBN | : 0980651247 |
A Pedagogy of Place offers an alternative vision for outdoor education practice. This timely book calls into question some of the underlying assumptions and ‘truths’ about outdoor education, putting forward alternatives to current practice that are responsive to local conditions and cultural traditions. In this renewal of outdoor education philosophy and practice, the emphasis is upon responding to, and empathising with, the outdoors as particular places, rich in local meaning and significance. Current outdoor education theory and practice is influenced by cultural ideas about risk and adventure, and by psychological theories of personal and social development. However, in recent decades the professional discourse of outdoor education has made a noticeable shift to include education for the ‘environment’ and ‘nature’. This has resulted in a mismatch between theory and practice: traditional notions of proving oneself ‘against’ the challenges of the outdoors are antithetical to the development of an empathetic relationship with outdoor places, which growing concern with today’s environment demands. This book is the first of its kind to articulate a renewal of philosophy and practice for outdoor education that is in keeping with the educational needs of today’s young people as they grapple with considerable social and ecological changes in a rapidly changing world. The authors draw extensively on international, national and local literature and provide compelling case studies drawn from the Australian and New Zealand contexts.
