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1.
Mike Taylor 《New Zealand geographer》2016,72(2):144-150
Geography teaching that highlights theoretical perspectives may help develop students’ critical disciplinary thinking, despite foundational knowledge being described to New Zealand geography teachers as ‘not every body's cup of tea’. This article extends the tea metaphor by contrasting two cultivations of theoretical perspectives in school geography. Unlike the two major cultivars of the Camellia shrub, however, this paper argues that perspectives have been minimally grown through one cultivar that focuses on the views of case study individuals and organisations. A maximal cultivation of perspectives is advanced in order to progress school‐aged understanding of the diverse nature of geographical knowledge. 相似文献
2.
Rachel Tallon 《New Zealand geographer》2008,64(3):234-238
Abstract: A key objective in the New Zealand Curriculum, in the learning area of the social sciences, is that students are taught the knowledge and skills to enable them to explore and analyse people's values and perspectives. A specific achievement standard for the NCEA at Level 2 (year 12) concerns learning about disparities in development within or between countries. This article raises the issue of how the concept of ‘development’ is taught. It outlines some of the historical uses of the term and discusses how the concept is constructed in the curriculum. It explores what students learn about development in the classroom and possibilities for broadening how the concept might be taught. 相似文献
3.
Christian Brannstrom 《The Professional geographer》2013,65(4):531-549
This article describes and analyzes discourses regarding environmental governance held among key actors in a region of expanding high-input, high-output agriculture. Q-method, an intensive (small n) and quantitative technique in which n tests are measured by m individuals, was used to determine four empirically significant social perspectives: critical environmentalism, agri-environmentalism, private environmentalism, and statist environmentalism. The article highlights major differences and agreements among social perspectives, in addition to the arguments used to justify claims. These findings help fill a knowledge gap in the literature on governance debates between farmers and environmentalists; moreover, the findings contribute to a concern in the literature regarding the role of discourses in producing policy solutions to environmental governance problems. The article also supports continued use of Q-method in human geography, suggesting the value of Q as a research ends and means, particularly when research subjects include landed elites. 相似文献
4.
David Meek 《The Professional geographer》2019,71(1):65-74
The spatial nature of learning is increasingly a focus of geographic inquiry. I argue that the spatiality of education, which is where formal learning occurs, has the potential to shape students’ spatial imaginaries. I analyze the role the spatiality of agronomic education plays in the historical construction of the social and physical landscape in southeastern Pará, Brazil. In opposing ways, the first Green Revolution, and agrarian social movements’ more recent agroecological Green Revolution are found to structure agronomic education and spatial imaginaries. The perspectives of agricultural extension agents trained in traditional agronomic programs are compared with teachers from an agroecological school located in an Amazonian agrarian reform settlement of Brazil's Landless Workers’ Movement. I collected these data over 17 months of ethnographic fieldwork. To analyze these data, I employ a political ecology of education perspective, which highlights how education and political economy interact to mediate relations with, access to, and contestations over natural resources. The geography of education and the education of geography exist in a complicated feedback cycle: Education is not neutral but ideologically charged and affects conceptions of productive landscapes, providing students intellectual and economic power to put their visions of landscape into effect. 相似文献
5.
红河哈尼梯田文化景观遗产地中学生环境解说需求 总被引：1，自引：0，他引：1
位于红河哈尼梯田世界文化遗产核心区内的元阳一中中学生为研究对象,采取问卷调查法,对遗产地中学生的环境解说需求进行分析。结果表明：在解说内容的需求上,环境知识（4.05）＞环境意识（4.00）＞环境技能（3.95）,且发现性别与环境意识、技能,年级与环境知识、意识、技能,地区与环境知识、技能具有显著性差异,说明遗产地中学生对环境解说内容整体处于需要状态,且不同社会背景特征的中学生具有明显的需求差异;解说活动与形式上：发现中学生对亲身体验（83.3%）、据点解说（80%）、实地考察（87.7%）等媒介和形式需求度高,对解说牌示（19.9%）互联网（19.9%、解说折页（17.5%）等媒介和形式的需求度较低,且发现性别与解说空间方式、传统节日解说方式、环境问题解说方式,年级与解说媒介、参与环境活动方式,居住形式、户口类别、地区与参与环境活动方式、解说活动类型均具有显著性相关关系,说明遗产地中学生对解说媒介和形式具有明显的需求差异,且这种差异与性别、年级、居住形式等社会背景具有明显的相关关系。总之,遗产地中学生对环境解说的需求明显且以参与性较强的亲身体验和实地考察为主,因此,针对这个群体的解说应该以参与式为主。 相似文献
6.
《The Journal of geography》2012,111(4):177-178
Abstract The “Harvest of Hope” was an interdisciplinary science/geography project that provided students from two different schools and very diverse backgrounds the opportunity to work in a cooperative community service effort. With teacher coordination from both districts involved in the project, students from an inner-city school and a suburban school planted, tended, and harvested crops on unused school property and donated the food to organizations providing resources to the needy. “Harvest of Hope” was designed to aid the needy of Denver and teach high school students about real-world geography issues. Students also gained knowledge of issues inherent in world agriculture and the group problem-solving process. From a social perspective, inner-city students and suburban students had the opportunity to interact and gain an appreciation for cultural diversity. Most importantly, students learned through this project to think globally, but act on a local level. 相似文献
7.
This paper investigates the emergence of a Learning Legacy Agenda (LLA) in the wake of the London 2012 Olympic Games as a governmental tool for the dissemination of urban development and infrastructure project delivery best practice. Focusing on the inception, coordination and implementation of the LLA we outline the intentionalities of mobility that underpin its formation and appropriation and suggest how this points to the emergence of a new “London model” of development and governance. Three intentionalities of knowledge capture, public duty and extra-local salience are unpacked to demonstrate the range of ways in which the bureaucratically initiated LLA banner has been used by various development actors and organisations to validate their existing practices. The case study of the LLA as an institutionalised governance apparatus is used to analyse the impact of specific forms of social relations on the ways in which “models” are produced, what their content consists of, how dominant agendas and narratives co-evolve with the priorities of an assemblage of actors and the processes of selective abstraction used to curate particular messages and forms of fixed and potentially mobile knowledge, yet dubious claims of “learning”. 相似文献
8.
近期,在全球化、国家福利体系调整、社会文化变迁等多重背景中,教育、地理、社会等不同学科对教育现象展开了具有跨学科特点的研究,呈现出新的面貌。基础教育领域的分异是当前国内外重要的社会与学术关切。现有研究以在校学习为重点,以资源供给与消费者之间的互动为视角,对教育活动本身及其影响因素与社会空间响应展开了广泛、细致的研究。此外,课外补习、在家学习等非传统内容也吸引了研究者的关注。但目前还没有形成一个覆盖不同领域、解读多重分异的基础性框架。论文从基础教育的现状出发,面向多重分异的刻画,以社会空间辩证法、空间-行为互动理论和时间地理学等理论为基础,提出了基于教育消费者与其所处的时空间互动的,以在校学习、在家学习和在辅导机构学习为基本内容的研究框架。在校学习重点关注分异的总体格局、学校与社区的互动以及教育消费者的迁居与通学等内容;在家学习重点关注学习的方式与内容、条件与情境、影响与评价等内容;在辅导机构学习重点关注学习的内容与时空间特征、支撑条件、影响与评价等内容。 相似文献
9.
Susan Bliss 《New Zealand geographer》2005,61(3):225-241
Abstract: In teaching and learning geography and global education in Australia, understanding a range of perspectives is important because content and practice are inextricably linked. Currently both geography and global education promote a 'perspectives' curricula approach requiring effective implementation of a range of perspectives theories such as positivism, multiculturalism, deep environmentalism, feminism and globalism. This paper outlines the philosophical basis of perspectivism, discusses some of the major perspectives theories and their backgrounds, and describes how they are applied in teaching geography and global education with particular reference to the Australian (principally New South Wales) and New Zealand curricula. It concludes with some comments on the current classroom reality of the 'perspectives' curricula approach. 相似文献
10.
José R. Pimenta J. Sarmento Ana F. de Azevedo 《Singapore journal of tropical geography》2011,32(2):220-235
This article locates Portuguese tropical geography within wider academic debates on ‘tropicality’, contributing to discussion on not only the ‘tropicality of geography’ but also the ‘geography of tropicality’. It traces the role of Portuguese tropical geography in the colonial project and in the production of geographical knowledge, discourses and imaginaries, in particular the emergence of lusotropicality. While noting the underestimated connections with developments in German and British geography, we argue that the genealogy of Portuguese tropical geography lies mostly within contemporaneous French developments. By focusing on the central role of the Lisbon school (i.e. the Centre for Geographical Studies established in 1943), and in particular the tropical research initiated by Orlando Ribeiro (1911–1997), the paper seeks to engage with the ways in which geographical knowledge was produced within the academic discipline in Portugal under military dictatorship associated with the Estado Novo (1926–1974). By decentring the exploration of some of the ways in which the ‘tropics’ have been constructed and revising forms of producing geographical knowledge, the paper hopes to further understandings of the geographical imaginary of the tropics, unravelling the history and the role of geography in colonialism. 相似文献
11.
Andrew McGregor 《The Australian geographer》2004,35(2):141-149
This paper presents group research as a potentially powerful research tool for cultural geographers interested in the ways knowledge is produced at the interpersonal level. I argue that groups can create unique research spaces that incorporate 'sociality', the everyday social norms, logics and languages that guide ordinary conversations, into the research agenda. By concentrating on these discursive norms, insights can be obtained into the ways that knowledge is negotiated, produced and constrained in different places. To demonstrate the value of group research, a case study involving Australian environmentalists is analysed, to show how forests are constructed, contested and naturalised within this particular subculture. The article concludes by emphasising the importance of group research to critical geographers interested in social empowerment and change. 相似文献
12.
This essay examines the recent controversy surrounding ‘Safe Schools', a federally-funded education program designed to reduce anti-lesbian, gay, bisexual, transgender and intersex (LGBTI) bullying in Australian schools. Although LGBTI students are known to experience homophobic, biphobic and transphobic verbal and physical abuse at school, opponents of Safe Schools have argued that the Program is both unnecessary and potentially harmful. In the essay, we argue that geographers have valuable contributions to make to this debate, particularly by revealing the ways in which sexuality and gender shape young people's experiences of school spaces. 相似文献
13.
Geographies of knowledge, practices of globalization: learning from the oil exploration and production industry 总被引：2，自引：0，他引：2
In this paper we initiate a dialogue between work on the geographies of globalization and knowledge economies, areas of inquiry that have tended to develop in isolation. We argue for a critical harnessing of these two bodies of work to (1) understand how and where different types of knowledge are acquired, produced and mobilized by firms as they seek to 'go global', (2) map the multi-scalar geographies of knowledge that enable practices of globalization and (3) examine the ways in which networks of knowledge structure emerging geographies of production. We demonstrate the potential of this move using oil exploration and production as an example. 相似文献
14.
《The Professional geographer》2013,65(4):447-450
Abstract The chauffeuring of children to/from school and childcare providers has received limited attention in previous research, although it structures parents' everyday activities in important ways. Combining analytical and cultural perspectives on juggling employment and caregiving, I explore the impact of such factors as household structure, employment and commute characteristics, residential location, and culturally defined norms about parenthood on chauffeuring arrangements for dual-earner households in Utrecht, the Netherlands. Fathers conduct a considerable share of chauffeuring trips, but arrangements are often informed by traditional gender norms. The spatial variability in the gendering of chauffeuring is limited. 相似文献
15.
《The Journal of geography》2012,111(4):156-164
After nearly ten years of implementation of the first junior high school geography standards, Chinese geography educators have been increasingly incorporating fieldwork into their geography teaching. This study examined student perceptions of fieldwork from an international perspective by reviewing student fieldwork reports and administering a questionnaire to 337 junior high school students aged approximately fifteen years. The results demonstrate that the students' perceptions of fieldwork were primarily positive and that they found field experience to be interesting. Fieldwork provided the students with deepened understanding of issues, cognitive and affective benefits, transferable skills and knowledge, social skills, demonstration, and memorable experience. In addition, some factors for improving geographic fieldwork were identified. 相似文献
16.
Ståle Angen Rye 《Norsk geografisk tidsskrift. Norwegian journal of geography》2013,67(3):148-156
The article explores how the use of the Internet in school settings influences the way young people develop as citizens in an interconnected world and the possible implications for teaching geography subject at school. First, this topic is approached theoretically through a discussion of new forms of citizenship. The issue is investigated by using interview data and observations on the use of the Internet by upper secondary school students in Norway when searching for information about distant places. During the interviews, knowledge about tropical rainforests was used as a practical example. The main finding is that although the students could access information about a large part of the world from their laptop, a distance remained between the students and the rainforests and those who live in them. The article also reveals that, although it is often argued that the national context is weakened as a frame for civic engagement, the students referred to it as a basic frame when engaging with what is distant. Thus, it may be questioned how the use of the Internet in schools contributes to the development of students as global citizens. 相似文献
17.
Population mobility and the survival of small farming in the Rio Grande Valley, Jamaica 总被引：2，自引：0，他引：2
The relationship between population mobility and farming is complex and has been the focus of numerous studies. Despite differing perspectives on the subject, there is an increasing realization that migration sustains farming in many rural communities, but with contradictory effects. Notwithstanding this conclusion, there is a paucity of village level studies that explain the precise ways in which migration in its various forms affects the survival of small farms. This paper reports on the results of a village level study of migration and small farming in the Rio Grande Valley of Jamaica. Apart from highlighting the various ways in which migration affects small farming at the local level, the study confirms the contradictory impact of migration on small farming in this remote agricultural community. It is noted, however, that the net effect is positive and the capital and labour resources, which are made available as a result of migration, play pivotal roles in the survival of small-scale farming as an economic activity in the area. 相似文献
18.
《The Journal of geography》2012,111(1):29-34
Abstract Students' established conclusions about the world can often hinder a teacher's efforts to suggest new ideas and new ways to pursue alternative explanations. Flexible thinking helps students practice the value that one's present conclusions should remain tentative and subject to re-evaluation. Meinig's ten alternative perspectives for seeing a landscape were used successfully as a pedagogical rubric to teach students experientially how to observe more attentively and think more flexibly about place. 相似文献
19.
Tim Schwanen 《The Professional geographer》2007,59(4):447-462
The chauffeuring of children to/from school and childcare providers has received limited attention in previous research, although it structures parents' everyday activities in important ways. Combining analytical and cultural perspectives on juggling employment and caregiving, I explore the impact of such factors as household structure, employment and commute characteristics, residential location, and culturally defined norms about parenthood on chauffeuring arrangements for dual‐earner households in Utrecht, the Netherlands. Fathers conduct a considerable share of chauffeuring trips, but arrangements are often informed by traditional gender norms. The spatial variability in the gendering of chauffeuring is limited. 相似文献
20.
《The Journal of geography》2012,111(5):505-512
Abstract The University of Alabama is now offering a new and innovative, five-semester program that provides preservice teachers with both knowledge of and skill in using strategies and teaching methods associated with general and special education. The goal of the Multiple Abilities Program (MAP) is to enable teachers to accommodate the wide range of learning styles and developmental readiness for instruction of all learners in a given classroom, regardless of the labels with which the children are identified. This article describes MAP in light of the geography strand of the MAP curriculum. MAP students work with five topics in geography, which they use to develop a greater understanding of how authentic teaching and learning of geography are mediated by cognitive, affective, and social needs of children. MAP students take a particular topic in geography and design and implement instruction for it by creating authentic learning activities that offer elementary school students an opportunity to explore the topic. The variety that is systematically planned into the activities is the major means of accommodating differences in cognitive ability, learning style, level of physical and social development, and cultural, ethnic, and socioeconomic diversity. 相似文献