I am very pleased to have been asked by Rod Gerber to provide a preface to such a book. Not least because of the twenty-four chapters, eight are written by former students or colleagues with whom I have worked in the past and whom I still meet at conferences on geographical education. It is with a certain pride and joy that I note the progress which has been made in geographical education both in its day to day teaching and in research, in the twenty years following the end of my term of office as Chair of the Commission on Geographical Education of the International Geographical Union (CGEIUG). My successors, Joe Stoltman, Hartwig Haubrich, Rod Gerber and now Lea Houtsonen, have done much and are continuing to work hard, to foster the development of geographical education. This book is proof, if proof were needed, that the international collaboration in this field, is alive and well, with contributions coming from all the continents (except Antarctica!). It would be a moribund subject that remained unaffected in one way or another by developments on the 'great world stage', as Fairgrieve (1926) would have put it. And, as Rod Gerber shows, the issues of globalisation, of cultural encounters, of differing value systems, of new technologies, of variable economic development and of environmental quality, all feature as topics which influence and are influenced by, geographical education.
This book results from the work of the Commission on Geographical Education of the International Geographical Union. Part 1 focuses on the distinctive traditions of school geography. Part 2 reviews the state of school geography on a broad continental basis, including national case studies by local experts. The final chapters extrapolate from the present and point to likely future developments in the subject, again with examples drawn from various countries.
The environment and contested notions of sustainability are increasingly topics of public interest, political debate, and legislation across the world. Environmental education journals now publish research from a wide variety of methodological traditions that show linkages between the environment, health, development, and education. The growth in scholarship makes this an opportune time to review and synthesize the knowledge base of the environmental education (EE) field. The purpose of this 51-chapter handbook is not only to illuminate the most important concepts, findings and theories that have been developed by EE research, but also to critically examine the historical progression of the field, its current debates and controversies, what is still missing from the EE research agenda, and where that agenda might be headed. Published for the American Educational Research Association (AERA).
This book presents the core concepts of geographical education as a means of understanding global issues from a spatial perspective. It treats education, supported by high standards, approaches, methodologies, and resources, as essential in exploring the interactions of the world’s human and environmental systems at local, regional, and global scales embedded in the nature of the discipline of geography. It covers topics such as climate change, sustainable development goals, geopolitics in an uncertain world, global crisis, and population flows, which are of great interest to geography researchers and social sciences educators who want to explore the complexity of contemporary societies. Highly respected scholars in geography education answer questions on key topics and explain how global understanding is considered in K-12 education in significant countries around the globe. The book discusses factors such as the Internet, social media, virtual globes and other technological developments that provide insights into and visualization – in real time – of the intensity of relationships between different countries and regions of the earth. It also examines how this does not always lead to empathy with other political, cultural, social and religious values: terrorism threats and armed conflicts are also essential features of the global world. This book opens the dialogue for global understanding as a great opportunity for teachers, educators, scholars and policy makers to better equip students and future citizens to deal with global issues.
This book provides a unique assessment of the development of research in geography education and its future prospects, offering a challenging critique of subject-based education research, with particular reference to geography education across a range of different jurisdictions. It covers a range of topics, including the changing role of research in geography education; the relationship between education research and professional practice, with special reference to geography education research; the place of academic subject knowledge in geography education research; critiques of the functions of research in geography education; and the key issues for education policy and policymakers concerning educational research at national and international levels. Importantly, in a period marked by radical change for education research and researchers, the book offers a timely appraisal of possible ways forward for geography education research. Addressing the needs of academics, research students, policymakers, and education practitioners who undertake, use or shape the future of research in geography education, it comprehensively explores the forces that have driven the development of geography education research and pedagogy. Further, by positioning its analysis in the context of education policy debates in the UK, and further afield, it assesses the role and function of research in education, and offers an outlook on its future. This book is essential reading for all those who wish to understand the sporadic and increasingly uncertain development of subject-based research in education
Debates in Geography Education encourages early career teachers, experienced teachers and teacher educators to engage with and reflect on key issues, concepts and debates. It aims to enable readers to reach their own informed judgements with deeper theoretical knowledge and understanding. The second edition is fully updated in light of the latest research, policy and practice in the field, as well as key changes to the curriculum and examination specifications. Expert contributors provide a range of perspectives on international, historical and policy contexts in order to deepen our understanding of significant debates in geography education. Key debates include: geography's identity as an academic discipline; what constitutes knowledge in geography; places and regional geography; what it means to think geographically; constructing the curriculum; how we link assessment to making progress in geography; the contribution of fieldwork and outdoor experiences; technology and the use of Geographical Information; school geography and employability; understanding the gap between school and university geography; evidence-based practice and research in geography education. The comprehensive, rigorous coverage of these key issues, together with carefully annotated selected further reading, will help support and shape further research and writing. Debates in Geography Education is a key resource that is essential reading for all teachers and researches who wish to extend their grasp of the place of geography in education. Mark Jones is Senior Lecturer in Education at the University of the West of England, Bristol, UK David Lambert is Professor of Geography Education at UCL Institute of Education, London, UK
This book is an initiative presented by the Commission on Geographical Education of the International Geographical Union. It focuses particularly on what has been learned from geospatial projects and research from the past decades of implementing geospatial technologies (GST) in formal and informal education. The objective of this publication is to inform an international audience of teachers, professionals, scholars, and policymakers about the state of the art and prospects of geospatial practices (GPs) as organized activities that use GST and lessons learned in relation to geographical education. GST make up an advanced body of knowledge developed by practitioners of geographic information systems (GIS), remote sensing (RS), global positioning systems, (GPS), and digital cartography (DC). GST have long been applied in many different sectors; however, their first use in higher education began in the early 1980s and then diffused to secondary schools during the 1990s. Starting with GIS and RS, it evolved into a much broader context, as GST expanded to include GPS and DC with new communication technologies and Internet applications. GST have been used around the world as a combination of tools and special techniques to make research, teaching, and learning more effective.
Geography, environment, sustainability, culture and education standing alone or in any combination, provide the ingredients for a variety of stews. They are all difficult to define and they generate endless debates for theoreticians and practitioners about their meaning and significance. The editors have divided the chapters that follow into two parts in an effort to unit these diverse disciplines. Part 1 is concerned with cultural foundations and curriculum issues related to geographical and environmental education for sustainability. Part 2 comprises a series of chapters presenting education for sustainability in the contexts of national cultures.
In a globalized market where the emerging workforce will increasingly travel within their nations and abroad for work opportunities, it is valuable to learn about the international education system and practices, to assess the competition. For example, annual comparison of student performance is measured across math and science subjects globally. What is not well known is how geography educational systems compare around the world and how student success in this subject translates to learning in other courses or employment after graduation. The importance of geography in our personal, professional, and civic lives is transparent when one considers how finding one’s way with a map, understanding of world cultures, or identifying spatial patterns of disease spread might influence the decisions we make. Written for a global audience, this is the first English publication on geography education in Japan, addressing some fundamental questions. What is the nature of the geography educational systems in Japan? How does the focus on content and skills in Japanese schools differ from that in other countries? This book includes 25 authors from diverse geography instruction and research experiences, making it an authoritative publication on Japan’s geography education system. The contribution of this book to the larger geography educational community is sharing the key strengths, concerns, and future of this school subject in English, where previously most publications were in Japanese. It will be a useful source for researchers and teachers to understand Japan’s evolving geography instruction in the past, present, and future. The 21 chapters are organized into themes, beginning with an overview of the geography education system in Japan, followed by chapters that deal with regional geography and fieldwork, teacher training, geography education’s contributions to society, and a comparative study of geography education across multiple countries. The book ends with a vision of geography education in the future.
Representing the definitive reference work for this broad and dynamic field, The International Encyclopedia of Geography arises from an unprecedented collaboration between Wiley and the American Association of Geographers (AAG) to review and define the concepts, research, and techniques in geography and interrelated fields. Available as a robust online resource and as a 15-volume full-color print set, the Encyclopedia assembles a truly global group of scholars for a comprehensive, authoritative overview of geography around the world. Contains more than 1,000 entries ranging from 1,000 to 10,000 words offering accessible introductions to basic concepts, sophisticated explanations of complex topics, and information on geographical societies around the world Assembles a truly global group of more than 900 scholars hailing from over 40 countries, for a comprehensive, authoritative overview of geography around the world Provides definitive coverage of the field, encompassing human geography, physical geography, geographic information science and systems, earth studies, and environmental science Brings together interdisciplinary perspectives on geographical topics and techniques of interest across the social sciences, humanities, science, and medicine Features full color throughout the print version and more than 1,000 illustrations and photographs Annual updates to online edition
It is particularly appropriate that the AAG's Centennial Celebration should prompt the publication of a volume devoted to Geography and Technology. New technologies have always been important in advancing geographic understanding, but never have they been so thoroughly and rapidly transformative of the discipline as at this stage in geography's evolution. Just as new technologies have profoundly expanded both research possibilities and the knowledge base of other disciplines, such as biology, physics or medicine, so too are the revolutionary new geographic technologies developed during the past few decades extending frontiers in geographic research, education and applications. They are also creating new and resurgent roles for geography in both society and in the university. This trend is still accelerating, as the integration of geographic technologies, such as the global positioning system and geographic information systems (GPS/GIS), is creating an explosion of new "real-time, real-world" applications and research capabilities. The resultant dynamic space/time interactive research and management environments created by interactive GPS/GIS, among other technologies, places geography squarely at the forefront of advanced multidisciplinary research and modeling programs, and has created core organization management tools (geographic management systems) which will dramatically change the way governments and businesses work in the decades ahead. While these and other important geographic technologies, including remote sensing, location-based services, and many others addressed in this book, are forging new opportunities for geography and geographers, they also pose challenges.
Learning to Teach Geography in the Secondary School has become the widely recommended textbook for student and new teachers of geography. It helps you acquire a deeper understanding of the role, purpose and potential of geography within the secondary curriculum, and provides the practical skills needed to design, teach and evaluate stimulating and challenging lessons. It is grounded in the notion of social justice and the idea that all students are entitled to a high quality geography education. The very practical dimension provides you with support structures through which you can begin to develop your own philosophy of teaching, and debate key questions about the nature and purpose of the subject in school. Fully revised and updated in light of extensive changes to the curriculum, as well as to initial teacher education, the new edition considers the current debates around what we mean by geographical knowledge, and what’s involved in studying at Masters level. Key chapters explore the fundamentals of teaching and learning geography: Why we teach and what to teach Understanding and planning the curriculum Effective pedagogy Assessment Developing and using resources Fieldwork and outdoor learning Values in school geography Professional development Intended as a core textbook and written with university and school-based initial teacher education in mind, Learning to Teach Geography in the Secondary school is essential reading for all those who aspire to become effective, reflective teachers. Praise for previous editions of Learning to Teach Geography in the Secondary School... 'This is a practical and visionary book, as well as being superbly optimistic. It has as much to offer the experienced teacher as the novice and could be used to reinvigorate geography departments everywhere. Practical activities and ideas are set within a carefully worked out, authoritative, conceptual framework.' - The Times Educational Supplement 'This is a modern, powerful, relevant and comprehensive work...a standard reference for many beginning teachers on geography initial teacher training courses.' - Educational Review
