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How Geography Curricula Tackle Global Issues
chapter
posted on 2023-08-30, 15:19 authored by David Lambert, Nicola WalsheThe 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
83-96Number of pages
252Series
International Perspectives on Geographical EducationExternal DOI
Publisher
SpringerPlace of publication
ChamTitle of book
Geography Education for Global UnderstandingISBN
978-3-319-77215-8Editors
Ali Demirci, Rafael de Miguel González, Sarah Witham BednarzFile version
- Accepted version
Language
- eng
Official URL
Legacy posted date
2018-05-24Legacy creation date
2018-05-23Legacy Faculty/School/Department
ARCHIVED Faculty of Health, Social Care & Education (until September 2018)Usage metrics
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