Place, "race" and Teaching Geography
Author | : John Morgan |
Publisher | : |
Total Pages | : 36 |
Release | : 2003 |
ISBN-10 | : 1843770512 |
ISBN-13 | : 9781843770510 |
Rating | : 4/5 (12 Downloads) |
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Author | : John Morgan |
Publisher | : |
Total Pages | : 36 |
Release | : 2003 |
ISBN-10 | : 1843770512 |
ISBN-13 | : 9781843770510 |
Rating | : 4/5 (12 Downloads) |
Author | : John Morgan |
Publisher | : Bloomsbury Publishing |
Total Pages | : 223 |
Release | : 2023-03-23 |
ISBN-10 | : 9781350336667 |
ISBN-13 | : 1350336661 |
Rating | : 4/5 (67 Downloads) |
Changes in the nature of knowledge production, plus rapid social and cultural change, have meant that the 'curriculum question' – what is to be taught, and by extension, 'whose knowledge' – has been hotly contested. The question of what to teach has become more and more controversial. This book asks: what is an appropriate curriculum response to the acute, renewed interest in issues of race and racism? How does a school subject like geography respond? The struggle over the school curriculum has frequently been portrayed as being between educational 'traditionalists' and 'progressives'. This book suggests a way out of this impasse. Drawing upon and extending insights from 'social realism', it explores what a Future 3 geography curriculum might look like - one that recognizes the importance of the academic discipline as a source of curriculum-making but at the same time avoids geographical knowledge becoming set in stone. The book focuses very sharply on issues of race and racism, enabling teachers to engage in curriculum making in geography that is racially literate. The Foreword is written by Julian Agyeman, a former geography teacher in the UK and now Professor of Urban and Environmental Policy and Planning at Tufts University, USA.
Author | : Helen Walkington |
Publisher | : Edward Elgar Publishing |
Total Pages | : 520 |
Release | : 2019-12-27 |
ISBN-10 | : 9781788116497 |
ISBN-13 | : 1788116496 |
Rating | : 4/5 (97 Downloads) |
This exemplary Handbook provides readers with a novel synthesis of international research, evidence-based practice and personal reflections to offer an overview of the current state of knowledge in the field of teaching geography in higher education. Chapters cover the three key transitions – into, through, and out of higher education – to present a thorough analysis of the topic.
Author | : Peter Jackson |
Publisher | : Routledge |
Total Pages | : 345 |
Release | : 2003-09-02 |
ISBN-10 | : 9781134999217 |
ISBN-13 | : 1134999216 |
Rating | : 4/5 (17 Downloads) |
First Published in 1987. In September 1985 the Social Geography Study Group of the Institute of British Geographers held a three-day conference at Coventry (Lanchester) Polytechnic on the subject of ‘Race and Racism’. The present volume is a selection of essays derived from some of the papers that were given at the conference, together with one newly commissioned paper (by Susan Smith) and an introductory essay.
Author | : Caroline Bressey |
Publisher | : Routledge |
Total Pages | : 326 |
Release | : 2016-04-29 |
ISBN-10 | : 9781317088424 |
ISBN-13 | : 1317088425 |
Rating | : 4/5 (24 Downloads) |
In recent years geographers interested in ethnicity, 'race' and racism have extended their focus from examining geographies of segregation and racism to exploring cultural politics, social practice and everyday geographies of identity and experience. This edited collection illustrates this new work and includes research on youth and new ethnicities; the contested politics of 'race' and racism; intersections of ethnicity, religion and 'race' and the theorisation and interrogation of whiteness. Case studies from the UK and Ireland focus on the intersections of 'race' and nation and the specificities of place in discourses of racilisation and identity. A key feature of the book is its engagement with a range of methodological approaches to examining the significance of race including ethnography, visual methodologies and historical analysis.
Author | : Prentice T. Chandler |
Publisher | : IAP |
Total Pages | : 475 |
Release | : 2017-05-01 |
ISBN-10 | : 9781681238920 |
ISBN-13 | : 1681238926 |
Rating | : 4/5 (20 Downloads) |
In a follow up to the book, Doing Race in Social Studies (2015), this new volume addresses practical considerations of teaching about race within the context of history, geography, government, economics, and the behavioral sciences.
Author | : Mark Enser |
Publisher | : Crown House Publishing Ltd |
Total Pages | : 181 |
Release | : 2021-02-01 |
ISBN-10 | : 9781785835421 |
ISBN-13 | : 1785835424 |
Rating | : 4/5 (21 Downloads) |
In recent years the emphasis has shifted away from a focus on pedagogy (the how of teaching) and towards curriculum (the what of teaching). Ofsted's revised inspection framework reflects this shift, and their plans to -deep dive- into subject areas - meaning that teachers and department heads now need a much greater understanding of curricular structures - leave many educators having to think about their subject in new ways. Luckily for geography teachers, however, bestselling author Mark Enser provides plenty of insightful, subject-specific guidance in this all-encompassing book. Mark explores both the purpose of the geography curriculum and its various applications in practice. He details how teachers can take their students' learning beyond the acquisition of knowledge to transform how they see the world. He also tackles the changing nature of school geography, shares a variety of case studies, and offers his take on how best to facilitate geographical enquiry and fieldwork. The first part of the book considers the issue of purpose by looking at the role of the school in society and then shows the place that geography occupies within it. It also considers the history of the subject so as to help geography teachers better understand where they stand today, and concludes by discussing how the concepts of powerful knowledge and GeoCapabilities can help them find their way again. The second part is a practical guide which illustrates how to put this theory of curriculum purpose into practice. It explores the steps which must be taken to create a powerful geography curriculum by deciding on content and places to be studied, putting the components into a sequence and then using all this to do geography. It will also discuss the extent to which teachers need to consider the future and respond to the concerns of the wider world when planning the curriculum. Suitable for department heads and classroom teachers of geography in secondary schools and subject leads in primary schools. Powerful Geography was Highly Commended in the Geographical Association Awards 2022.
Author | : Prentice T. Chandler |
Publisher | : IAP |
Total Pages | : 333 |
Release | : 2015-07-01 |
ISBN-10 | : 9781681230924 |
ISBN-13 | : 1681230925 |
Rating | : 4/5 (24 Downloads) |
Race and racism are a foundational part of the global and American experience. With this idea in mind, our social studies classes should reflect this reality. Social studies educators often have difficulties teaching about race within the context of their classrooms due to a variety of institutional and personal factors. Doing Race in Social Studies: Critical Perspectives provides teachers at all levels with research in social studies and critical race theory (CRT) and specific content ideas for how to teach about race within their social studies classes. The chapters in this book serve to fill the gap between the theoretical and the practical, as well as help teachers come to a better understanding of how teaching social studies from a CRT perspective can be enacted. The chapters included in this volume are written by prominent scholars in the field of social studies and CRT. They represent an original melding of CRT concepts with considerations of enacted social studies pedagogy. This volume addresses a void in the social studies conversation about race—how to think and teach about race within the social science disciplines that comprise the social studies. Given the original nature of this work, Doing Race in Social Studies: Critical Perspectives is a much-needed addition to the conversation about race and social studies education.
Author | : Todd W. Kenreich |
Publisher | : Routledge |
Total Pages | : 184 |
Release | : 2013 |
ISBN-10 | : 9780415807029 |
ISBN-13 | : 0415807026 |
Rating | : 4/5 (29 Downloads) |
This volume posits geography as a bridge between the natural and social sciences, demonstrating how issues such as discrimination and poverty can be more deeply understood with a spatial perspective from varying scales: individual, community, region, nation, and world. It explores new developments in geography and their implications for the K-12 social studies curriculum, introducing teachers and teacher educators to new research in the field and providing theoretical and practical examples of geography in the curriculum.
Author | : Charlotte Mason |
Publisher | : Ravenio Books |
Total Pages | : 112 |
Release | : 2016-06-01 |
ISBN-10 | : |
ISBN-13 | : |
Rating | : 4/5 ( Downloads) |
This little book is confined to very simple “reading lessons upon the Form and Motions of the Earth, the Points of the Compass, the Meaning of a Map: Definitions.” The shape and motions of the earth are fundamental ideas—however difficult to grasp. Geography should be learned chiefly from maps, and the child should begin the study by learning “the meaning of map,” and how to use it. These subjects are well fitted to form an attractive introduction to the study of Geography: some of them should awaken the delightful interest which attaches in a child’s mind to that which is wonderful—incomprehensible. The Map lessons should lead to mechanical efforts, equally delightful. It is only when presented to the child for the first time in the form of stale knowledge and foregone conclusions that the facts taught in these lessons appear dry and repulsive to him. An effort is made in the following pages to treat the subject with the sort of sympathetic interest and freshness which attracts children to a new study. A short summary of the chief points in each reading lesson is given in the form of questions and answers. Easy verses, illustrative of the various subjects, are introduced, in order that the children may connect pleasant poetic fancies with the phenomena upon which “Geography” so much depends. It is hoped that these reading lessons may afford intelligent teaching, even in the hands of a young teacher. The first ideas of Geography—the lessons on “Place”—which should make the child observant of local geography, of the features of his own neighbourhood, its heights and hollows and level lands, its streams and ponds—should be conveyed viva voce. At this stage, a class-book cannot take the place of an intelligent teacher. Children should go through the book twice, and should, after the second reading, be able to answer any of the questions from memory. Charlotte M. Mason