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Challenging the teaching of geographies of exclusion – the potential of geocapabilities for a transcultural approach in Australian and English schools
International Research in Geographical and Environmental Education Pub Date : 2019-10-22 , DOI: 10.1080/10382046.2019.1675991
Niranjan Casinader 1 , David Mitchell 2 , Lauren Hammond 2
Affiliation  

Abstract This expository paper critically examines the value of school geography in social debates that have a direct significance for the lives of young people. Migration is chosen as a focus, both because it is a defining feature of everyday life and the world we live in, and an area of research and debate in the discipline of geography. We draw on two national contexts, those of Australia and England, and illustrative examples from the authors’ research, to discuss how social change through migration is explored, expressed and represented in geography education by the national curriculum of each country. This occurs through two particular lenses, geocapabilities and transculturalism, which are presented as potential transformative strategies for ensuring that geographical teaching of such issues remains pertinent to the lives and futures of the young people in the classroom. In doing so, the paper seeks to critically consider the omnipresent socio-political agendas and landscapes of compulsory schooling in each nation that influence the construction of geography education, using the context of migration as a defining social dimension of contemporary global society. The paper concludes by arguing that geography teachers and educators should actively consider the use of a geocapabilities and/or transcultural lens when exploring complex social geographies such as migration. In doing so, it is contended that these dual concepts can support and empower young people in their academic and social navigation of the complexities of current society.

中文翻译:

挑战排斥地理教学——地理能力在澳大利亚和英国学校跨文化方法中的潜力

摘要 这篇说明性论文批判性地考察了学校地理学在对年轻人生活具有直接意义的社会辩论中的价值。之所以选择移民作为一个焦点,是因为它是日常生活和我们生活的世界的一个决定性特征,也是地理学学科中的一个研究和辩论领域。我们利用澳大利亚和英国的两个国家背景以及作者研究中的说明性例子,讨论每个国家的国家课程如何在地理教育中探索、表达和体现移民带来的社会变化。这是通过两个特殊的镜头发生的,地理能力和跨文化主义,这些被视为潜在的变革策略,以确保此类问题的地理教学仍然与课堂中年轻人的生活和未来相关。在此过程中,本文试图批判性地考虑每个国家无所不在的社会政治议程和影响地理教育建设的义务教育景观,并使用移民背景作为当代全球社会的定义社会维度。本文最后认为,地理教师和教育工作者在探索复杂的社会地理(如移民)时应积极考虑使用地理能力和/或跨文化视角。在这样做,
更新日期:2019-10-22
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