GeoCapabilities 3—knowledge and values in education for the Anthropocene

Mitchell, David

doi:10.1080/10382046.2022.2133353

Cited by 14 publications

(4 citation statements)

References 20 publications

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“…Furthermore, our claim is that F3 thinking is able to be more understanding of contemporary challenges, not only the requirement that teaching become more community responsive but also that it become more responsive to the epochal questions such as the climate emergency. While we here have focused on geography education, F3 thinking will also mean considering new interdisciplinary approaches (Mitchell, 2022).…”

Section: Discussionmentioning

confidence: 99%

Exploring ‘Future three’ curriculum scenarios in practice: Learning from the GeoCapabilities project

Béneker,

Bladh,

Lambert

2023

The Curriculum Journal

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This paper has its origins in the EU Comenius funded GeoCapabilities project. From its outset, the project developed and researched the notion of powerful disciplinary knowledge (PDK) as an underlying principle of curriculum making in the context of secondary school geography teaching. The work, led from the UCL Institute of Education and involving school teachers, teacher educators and other stakeholders across eight mainly European jurisdictions, was framed by Young and Muller's ‘three educational scenarios’ (Young & Muller, European Journal of Education, 45, 2010 and 11). The three futures heuristic is discussed as a means to distinguish qualities of curriculum thought. Future 3 scenarios, which posit teachers as curriculum makers with responsibility to engage in essential ‘knowledge work’, provide a principled platform on which to develop ambitious educational classroom encounters. Knowledge working with PDK and (as we go on to argue) other powerful ways of knowing the world, is seen as a bridge between social realist epistemological principles and practical classroom content selections. This opens the possibility of responding to Deng's (Journal of Curriculum Studies, 54, 2022) call for developing practical theories of content with teachers. Although the authors are geographers in education drawing on different international perspectives and traditions, the paper addresses matters of interest applicable to a variety of specialist subject domains across the secondary school curriculum.

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Section: Discussionmentioning

confidence: 99%

Exploring ‘Future three’ curriculum scenarios in practice: Learning from the GeoCapabilities project

Béneker,

Bladh,

Lambert

2023

The Curriculum Journal

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“…Thirdly, the subject of geography can enhance young people's propensity and disposition to think about alternative social, economic and environmental futures in particular place contexts, drawing on a range of skills such as decision‐making, analysis, evaluation, imagination and argumentation (Bustin, 2019; Lambert & Morgan, 2010). Jointly, this broader understanding contributes to young people's capabilities to make informed choices about how to live and think in ways that promote freedom in life without harming the lives of others (Bustin, 2019; Mitchell, 2022).…”

Section: Powerful Geographical Knowledge and Geocapabilitiesmentioning

confidence: 99%

“…Moreover, geography educators have emphasised the value of learning disciplinary geographical knowledge to develop students' capabilities to think and reason in specialised ways (Bustin, 2019; Lambert, 2011; Lambert & Morgan, 2010). The latter aspect is the key idea of the theoretical framework GeoCapabilities, in which the overall goal is to enhance young peoples' freedom to live a life they value that does not threaten the lives of others (Mitchell, 2022). However, Mitchell (2022) suggested that interdisciplinarity beyond geography is important for GeoCapabilities in the age of the Anthropocene.…”

Section: Introductionmentioning

confidence: 99%

“…The latter aspect is the key idea of the theoretical framework GeoCapabilities, in which the overall goal is to enhance young peoples' freedom to live a life they value that does not threaten the lives of others (Mitchell, 2022). However, Mitchell (2022) suggested that interdisciplinarity beyond geography is important for GeoCapabilities in the age of the Anthropocene. Along similar lines, Niemelä (2021) argued that maintaining and crossing the boundaries of disciplinary content are keys to developing students' powerful knowledge.…”

Section: Introductionmentioning

confidence: 99%

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From boundary maintenance to boundary crossing: Geography in the Norwegian national curriculum

Løken,

Wetlesen

2024

The Curriculum Journal

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The integrated status of Social Studies in the Norwegian Curriculum for Knowledge Promotion in Primary and Secondary Education and Training 2020 reflects an international educational trend pertaining to a movement from knowledge and traditional disciplinary thinking to generic skills, competence and boundary crossing. This article addresses the changed organisation of geography as a subject within Social Studies in the national curriculum framework. Through a thematic analysis of how geographical knowledge is classified and represented in the curriculum, this article discusses opportunities and limitations in the curriculum when it comes to developing students' powerful geographical knowledge. The analysis shows that geographical knowledge is organised in an attempt to reduce content boundaries. Found across the curriculum, geographical knowledge includes geographical scale, geographic conditions and human–nature interconnections. However, geographical knowledge is represented through an understanding of space as absolute and fixed rather than relational and dynamic, as well as through a technical and mainly individual understanding of scale. We conclude that boundary crossing related to sustainability and citizenship as interdisciplinary topics opens opportunities for powerful geographical knowledge, although this potential is limited by the weak classification of geography in the curriculum for Social Studies.

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Powerful Geography Through Historical Geography: A Case Study of Social Studies Teacher Preparation in the United States

Milson,

Travis

2024

Powerful Geography

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GeoCapabilities 3—knowledge and values in education for the Anthropocene

Cited by 14 publications

References 20 publications

Exploring ‘Future three’ curriculum scenarios in practice: Learning from the GeoCapabilities project

Exploring ‘Future three’ curriculum scenarios in practice: Learning from the GeoCapabilities project

From boundary maintenance to boundary crossing: Geography in the Norwegian national curriculum

Powerful Geography Through Historical Geography: A Case Study of Social Studies Teacher Preparation in the United States

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