Global Perspectives in the Geography Curriculum

Standish, Alex

doi:10.4324/9780203890837

Cited by 13 publications

(4 citation statements)

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“…Furedi (2009) and Ecclestone and Hayes (2009) were arguing that education had become therapeutic, undermining adult authority. Their case for a knowledge-based education saw the problem as one of moral confusion, as had Marsden (1997: 241), who neatly described the risk of geographical knowledge being diluted by 'education for a good cause', and also Standish (2009) in his critique of global perspectives. Standish (2009) argued that an ethical turn had taken place, with school subjects being used for the ethically motivated causes of environmentalism and social justice.…”

Section: Powerful Knowledge Distortion and Values As A Hidden Dimensi...mentioning

confidence: 99%

“…Their case for a knowledge-based education saw the problem as one of moral confusion, as had Marsden (1997: 241), who neatly described the risk of geographical knowledge being diluted by 'education for a good cause', and also Standish (2009) in his critique of global perspectives. Standish (2009) argued that an ethical turn had taken place, with school subjects being used for the ethically motivated causes of environmentalism and social justice. He saw this as a form of moral authoritarianism, and at odds with a liberal humanist education, which should allow the individual to make up their own mind about ethical issues.…”

Section: Powerful Knowledge Distortion and Values As A Hidden Dimensi...mentioning

confidence: 99%

“…We are concerned that recent research into subject disciplinary knowledge power has hidden the central role of values and ethics for curriculum knowledge to be powerful. We are not calling for an 'ethical turn' which neglects disciplinary knowledge in school subjects in favour of education for 'good causes' as Marsden (1997) and Standish (2009) justifiably criticise. Rather, we attempt to move away from seeing school curricula as a choice between an ethical emphasis and a knowledge emphasis.…”

Section: Introduction: Shining a Light On Values In Curriculum Knowledgementioning

confidence: 99%

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Disciplinary knowledge for what ends? The values dimension of curriculum research in the Anthropocene

Mitchell

Stones

2022

Lond. Rev. Educ.

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This article makes the case for repositioning values and ethics as central to understanding how curriculum knowledge can be educationally powerful. Disciplinary knowledge can help individuals make sense of the present, explore alternative futures and participate in society, making ethical choices about how to live. This, however, depends on particular relationships between curriculum, disciplinary knowledge, values and ethical perspectives. We argue that the recent research agenda exploring disciplinary knowledge underplays the values dimension in how curriculum knowledge is constructed and used. First, we give an overview of the recent thrust of curriculum debates in subject education communities, placing this in some historical context. Here, we recognise the need to make a robust case for school subjects and their important relationship with disciplines. We go on to examine some arguments around the role of knowledge in curriculum. Taking the concept of the Anthropocene (the human epoch of the planet) and from our perspectives as geography and religious education educators, we propose a focus on ethical disposition and interdisciplinarity to make the values dimensions of curriculum knowledge more visible.

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Section: Powerful Knowledge Distortion and Values As A Hidden Dimensi...mentioning

confidence: 99%

Section: Powerful Knowledge Distortion and Values As A Hidden Dimensi...mentioning

confidence: 99%

Section: Introduction: Shining a Light On Values In Curriculum Knowledgementioning

confidence: 99%

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Disciplinary knowledge for what ends? The values dimension of curriculum research in the Anthropocene

Mitchell

Stones

2022

Lond. Rev. Educ.

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“…We acknowledge, however, that there are objections about subjects 'adopting' aims. Standish (2009) holds that subjects should not be used for good causes. He is wary, for example, of geographical knowledge being diluted as a result of aims associated with global perspectives, however laudable the aims, due to moral authoritarianism.…”

Section: What Approaches To Teaching and Learning Hinder And What App...mentioning

confidence: 99%

Is there a place for Bildung in preparing Religious Education teachers to support and promote epistemic justice in their classrooms?

Stones¹,

Fraser-Pearce²

2022

j. relig. educ.

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This article draws on an empirical research project in which we explore the roles and understandings of knowledge in Religious Education (RE). Plural understandings of knowledge in schools (and society) lead us to concerns about the relationships between knowledge and social justice. We define epistemic literacy as the capability to recognise, and critically use, different types of knowledge. We also clarify that one’s own relationship with knowledge(s) is significant and is, therefore, important for students and teachers to develop to respond to the epistemically plural RE curriculum and classroom. Drawing on literacy frameworks to identify the need for non-hierarchical conceptualisations of knowledge that include the expert and everyday (Hannam et al., 2020; Shaw, 2019, Vernon 2020), we acknowledge the need for a particular disposition when approaching knowledge about religion and worldviews. Building on the analysis of our empirical study and subsequent developments of epistemic literacy, we revisit the notion of epistemic justice (Fricker, 2007) and present a theoretical justification for the experiential preparation of teachers that draws on Biesta’s (2002) reformed Bildung of encounter and Rawls’ “veil of ignorance” (Rawls, 2005). What emerges from these reflections on the future of Bildung is, therefore, an image of a learning society conceived as a society in which the real encounters with who and what is other are a constant and continuous possibility. (Biesta, 2002, p. 350)

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Disaster Risk Reduction in Iranian Primary and Secondary School Textbooks: A Content Analysis

Seddighi¹,

Yousefzadeh²,

López³

et al. 2021

Disaster med. public health prep.

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Objective: School textbooks have a significant role in transferring knowledge to the students and changing their behavior. This work aims to analyze school textbooks to find the representation of natural hazards in Iran, which is vital for supporting children in disaster situations. Methods: In this study, a qualitative content analysis was used. Data were analyzed qualitatively by using MAXQDA 2018 software. For the 2019–2020 school year, 300 Iranian school textbooks in Persian language were collected. Results: Findings of this work show that students receive information about disaster risk reduction (DRR) education through the primary and secondary grade levels in all 12 grades. The educational content covers various types of natural hazards, including geophysical, hydrological, climatological, meteorological, and biological disasters. In addition, the textbooks contain discussions about local hazards, causes and effects of disasters, and the disaster management cycle. Conclusions: The coverage of DRR and the relevant contents in school textbooks reveals that the discourse of natural hazards is important for Iranian authorities, especially in the education system. This study helps decision-makers and practitioners design more effective interventions to prepare children for disasters.

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Global Perspectives in the Geography Curriculum

Cited by 13 publications

References 0 publications

Disciplinary knowledge for what ends? The values dimension of curriculum research in the Anthropocene

Disciplinary knowledge for what ends? The values dimension of curriculum research in the Anthropocene

Is there a place for Bildung in preparing Religious Education teachers to support and promote epistemic justice in their classrooms?

Disaster Risk Reduction in Iranian Primary and Secondary School Textbooks: A Content Analysis

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