Exploring Different 'Perspectives' in Secondary Geography: Professional Development Options

Abstract

Significant changes have occurred in the worlds of geography since 1973, and a substantial literature has emerged about these changes and their effects on the 'divide' between secondary and tertiarygeographers. We suggest that while the divide has not had much effect on the content taught in secondary geography in New Zealand and Britain, exposure to a range of perspectives on this content is a neglected area of professional development. Post-Fordism and deep ecology are described as perspectives that are not widely used in delivering secondary geography content. We argue firstlythat effective use of different perspectives needs to be based on professional, personal and social change, and secondly that the Internet is a powerful tool in the engineering of such change.

Internationalizing Professional Development in Geography through Distance Education

“…In short, a professional development need that could be addressed by cooperative, cross-border provision of an online resource was identified. The early steps in establishing a module based on awareness of different 'perspectives' in geography is described in Chalmers et al (2002). Bell & Gilbert's (1996) framework that emphasizes social and political dimensions of professional development was a key focus in the initiative.…”

Emerging Models of Pre-service Teacher Education in New Zealand

“…This is an issue for teacher educators and teachers alike, as most were educated in a 'modernist' tradition and feel ill-equipped to address the more diverse approaches encouraged by the impact of the 'postmodernist turn'. Teacher education is right on the cusp of the divide between the tertiary and school sectors on this issue (Chalmers et al, 2002). Young geography graduates emerge from 'postmodern' university courses but then face a very modernist geography as they begin their work in schools.…”

(Re)presenting disaster vulnerability in New Zealand school geography

“…Longhurst & Peace ; Chalmers et al . ), the issue of theoretical paradigms or ‘perspectives’ veered off the school geography curriculum compass; and classroom geography continues to be shaped by systems, models and statistics of the 1960s New Geography as well as the decision‐making orientation of applied geography from the 1970s. Thus Slater's lament ‘How often do we stick with the scientific non‐controversial explanation and fail to interpret the question in another way and take our investigation elsewhere?’ (Slater , p. 8) appears all the more significant given that three decades have passed with relatively little change.…”

“…Thus, Chalmers et al . 's () call for attention to geographical ‘perspectives’ in teacher professional development remains salient in order that students are supported to ask a wider range of questions to develop critical understanding. To end on a positive note, it is encouraging to see engagement with geographic perspectives emerging in a February 2013 update of the geography senior curriculum guidelines (Ministry of Education ), in which examples – including the Canterbury earthquakes – are given.…”