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How Geography Curricula Tackle Global Issues

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posted on 2023-08-30, 15:19 authored by David Lambert, Nicola Walshe
The late Doreen Massey recently urged teachers to ‘take on the world’ (Massey, 2014). Though we may see the everyday world as a mosaic of different places, nations or regions defined by their boundaries, a global understanding brings different perspectives: of flows and networks and interdependencies. If we take this seriously - if we do take on the world - then young people need ideas in order to provide new ways of seeing and thinking. Geography in this sense is a disciplinary resource that provides access to a particular form of powerful knowledge: in short, the means to be able to ‘think geographically’. This chapter opens up and presents this argument. In the first part we provide a platform in the form of analysis of geography curricula from three countries, identifying both the potentials and the challenges that teachers face. Where is ‘the global’, we ask, and in what ways do formal curriculum documents inspire or constrain us from ‘taking on the world’? The second part seeks to develop a disciplinary view of the school subject, appealing to the sometimes beguiling notion of powerful knowledge. We end by introducing a capabilities approach to thinking about the school subject which demonstrates the responsibility that inevitably falls to well-prepared teachers to enact the curriculum.

History

Refereed

  • Yes

Page range

83-96

Number of pages

252

Series

International Perspectives on Geographical Education

Publisher

Springer

Place of publication

Cham

Title of book

Geography Education for Global Understanding

ISBN

978-3-319-77215-8

Editors

Ali Demirci, Rafael de Miguel González, Sarah Witham Bednarz

File version

  • Accepted version

Language

  • eng

Legacy posted date

2018-05-24

Legacy creation date

2018-05-23

Legacy Faculty/School/Department

ARCHIVED Faculty of Health, Social Care & Education (until September 2018)

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