Challenging the teaching of geographies of exclusion – the potential of geocapabilities for a transcultural approach in Australian and English schools

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH International Research in Geographical and Environmental Education Pub Date : 2020-10-01 DOI:10.1080/10382046.2019.1675991
Niranjan Casinader, David Mitchell, Lauren Hammond
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Abstract

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.
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挑战排斥地理学的教学——澳大利亚和英国学校跨文化方法的地理能力的潜力
摘要本文批判性地考察了学校地理在社会辩论中的价值,这对年轻人的生活有着直接的意义。移民之所以被选为焦点,既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,也是地理学研究和辩论的一个领域。我们借鉴了澳大利亚和英国这两个国家的背景,以及作者研究中的例证,讨论了如何通过每个国家的国家课程在地理教育中探索、表达和表现移民带来的社会变革。这通过两个特定的视角来实现,即地理能力和跨文化主义,这两个视角被视为潜在的变革战略,以确保这些问题的地理教学与课堂上年轻人的生活和未来息息相关。在这样做的过程中,本文试图批判性地考虑影响地理教育建设的每个国家无处不在的社会政治议程和义务教育景观,将移民作为当代全球社会的一个定义性社会维度。论文最后认为,地理教师和教育工作者在探索移民等复杂的社会地理时,应积极考虑使用地理能力和/或跨文化视角。在这样做的过程中,有人认为,这些双重概念可以支持和增强年轻人对当前社会复杂性的学术和社会导航能力。
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来源期刊
CiteScore
5.20
自引率
33.30%
发文量
11
期刊介绍: International Research in Geographical & Environmental Education publishes quality research studies within the context of geographical and environmental education. The journal endeavours to promote international interest and dissemination of research in the field, provides a forum for critique, and demonstrates the relevance of research studies to good professional practice.
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