GTIP - GeogEd E-Journal: Volume 2 Issue 1
Creating Geographical Worlds: An Investigation into the Construction of School Geography
Our knowledge and understanding of the world around us can be seen as situated, rooted in personal experience. The way in which we represent the world to young people through school geography is inevitably influenced and shaped by these personal interpretations. Therefore, it can be argued that a particular version of the world, the 'Geographical World', is socially constructed and presented to students in the classroom. This paper discusses the findings of a research project aimed at investigating the construction of the 'Geographical World'. The research explored the processes and people involved in the construction of school geography and the connections it makes with the worlds of young people.
Context and Power: The Subject Conceptions and Practice of Pre-service Geography Teachers in Singapore
Teachers' subject conceptions have been the focus of a large body of educational research. Within Geography education, researchers have also studied the subject conceptions of novice Geography teachers and their more experienced counterparts. These subject conceptions have important implications for teachers' practice. For example, Jewitt (1998), Catling (2004), Kwan and Chan (2004) have found strong correlations between teachers' subject conceptions and their practice. However, while subject conceptions are important, research has also demonstrated that the influences on the formation of teachers' subject conceptions are complex and varied...
What do children really learn? A discussion to investigate the effect that school partnerships have on children's understanding, sense of values and perceptions of a distant place
This paper investigates the effects that school partnerships have on children's understanding, sense of values and perceptions of a distant place based on a three-year research project involving nine schools in Worcestershire, England and five schools in the Central River Division of The Gambia. The paper argues that school partnerships must be a voluntary part of any school curriculum and that they must be part of the whole school curriculum, plans and ethos if they are to provide an opportunity for schoolchildren to develop an open and enquiring mind. It also demonstrates how partnerships that are not fully embedded into the school curriculum may support stereotypical views and thus restrict the ability of children to learn about the diverse and complex nature of other places and cultures.
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