How Geography Curricula Tackle Global Issues

Lambert, David and Walshe, Nicola (2018) How Geography Curricula Tackle Global Issues. In: Geography Education for Global Understanding. International Perspectives on Geographical Education . Springer, Cham, Switzerland, pp. 83-96. ISBN 978-3-319-77215-8

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Official URL: https://doi.org/10.1007/978-3-319-77216-5_7

Abstract

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.

Item Type: Book Chapter
Keywords: Capabilities, Globalisation, Powerful Knowledge, Thinking Geographically
Faculty: Faculty of Health, Social Care & Education (for research post September 2011)
Depositing User: Nicola Walshe
Date Deposited: 24 May 2018 13:26
Last Modified: 16 Oct 2018 11:33
URI: http://arro.anglia.ac.uk/id/eprint/703054

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