health sciences, history THE CANADIAN HISTORICAL REVIEW utpjournals.press/chr Offering a comprehensive analysis on the events that have shaped Canada, CHR publishes articles that examine Canadian history from both a multicultural and multidisciplinary perspective.

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This paper describes the need for the implementation of an education for innovativeness. Innovativeness as the ability to participate in innovation processes is a competence closely linked to participation processes in a complex, dynamic and ever-changing world that needs mature citizens to shape present and future societies in accordance with their ideas, interests, and social responsibility. This involves questioning current circumstances (reflexivity), developing new ideas (creativity) and bringing those ideas into action (implementivity), which are the three core dimensions of innovativeness. Participation options in innovation processes are multifaceted as they occur in an active, idea-creating manner, and/or in a reactive, innovationevaluating and implementing orientation as well. An education for innovativeness addresses all these extents. This paper outlines, that current educational-political documents in the case of Germany are nominally supportive towards an education for innovativeness at least by promoting the ability to participate. However, these calls do not comprehensively meet the standards of innovativeness: Firstly, because the term innovation is fuzzy and dominated by catch-word usage. Secondly, innovation and participation are mostly obligated to a neoliberalist ideal that rather supports consolidation of a given framework than mature societal changes. Widely deepening rudimentary educational-political calls for participation, this paper, in contrast, argues for a humanistic perspective on innovation processes in accordance with the humanistic ideal of education, allowing real participation as well as future-and development-oriented structuring of society. The case of the German subject Sachunterricht (Primary Social and Science Education) illustrates that innovativeness can be taught in school -even in the early years-as this interdisciplinary subject meets the open character of innovativeness and provides linkages to lifeworld related scenarios. Nevertheless, a schoolbook task analysis regarding the subject Sachunterricht reveals that there is almost no fostering of innovativeness in this given material. Space and obligation are left to develop concepts and instruments that foster innovativeness in school.

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This paper deals with the application of geomedia that are in everyday use, quoting two highly political mapping examples. These publicly accessible digital maps addressing the current refugee situation, its reception and instrumentalization in Germany are used to provide a vivid example of a practical application of Spatial Citizenship. This paper presents the theoretical framework of Spatial Citizenship. After examining questions which arise from an analysis of the maps, this framework is discussed and extended, especially with regards to the social embeddedness of its basic principles of fundamental human rights and democratic negotiation. The discussion reveals the links between approaches from social geography and central aspects of citizenship education. Finally, the educational implications of this extension of the Spatial Citizenship approach are discussed while presenting a practical example.