Introduction: teaching energy geographies

Thoyre, Autumn; Harrison, Conor

doi:10.1080/03098265.2016.1132539

Cited by 10 publications

(10 citation statements)

References 39 publications

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“…Researchers of education emphasise the need for teaching energy in geography classes (Thoyre & Harrison, 2016). Energy literacy enables learners to assess energy-related decisions throughout their lives: as citizens with a "citizenship understanding" in the context of local, national and global decisions, as well as at a personal level, in the context of their daily life decisions.…”

Section: A New Role Of Geography In Teaching and Learning Energy Lite...mentioning

confidence: 99%

“…In contemporary geography curriculum, matters of energy are discussed in relation to global climate change by teaching about the necessity of a larger societal transition away from fossil fuels and alternative energy resources, i.e., renewable energy technologies (Thoyre & Harrison, 2016). Concerns about the environmental and economic sustainability of fossil fuel and nuclear power, energy-related environmental impacts are raised.…”

Section: Energy Geography In the Curriculum Of The Future And Survivalmentioning

confidence: 99%

“…Energy-related topics are analysed and taught from the perspectives of critical geography. Scholars analysing energy from the point of view of critical theory highlight issues of inequality, social and environmental injustice, implications of different energy regimes for communities who have differing amounts of power in larger political economic and social systems, energy vulnerability and resilience, and the energetic political economies of power and control (Thoyre & Harrison, 2016). A critical approach to the analysis of the energy reveals the regional spatial inequalities associated with a social "energy divide" (Bouzarovski & Herrero, 2017).…”

Section: The Changing Energy Landscape As the Main Concept Of Energy ...mentioning

confidence: 99%

“…Such introduction of significance of nuclear energy raises both a question and a doubt whether the topic of globality is sufficiently developed, which, according to scientists (Lambert, 2013;Butt, 2011), is important to geography as "a subject of survival" and "curriculum for the future", treated as an important purpose of geography as a subject -to raise questions about global challenges, global interconnectedness issues. As Thoyre and Harrison (2016) put it, globality is connected to problems of sustainability, questions of geopolitics, environmental crises and catastrophes. The analysis of the content of textbooks for form 10 reveals that the aspect of globality of nuclear energy industry is more emphasised not through the prism of the environmental protection topic (which would manifest as concern about insecurity of nuclear energy and effect of radiation on environment all around the world), but by underlining the global geoeconomics aspect, when nuclear energy is seen as the only type of energy than can meet the demands for energy in the future economy worldwide.…”

Section: Identification Of the Significance Of Nuclear Industrymentioning

confidence: 99%

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Learning the Nuclear: Educational Tourism in (Post)Industrial Sites

2021

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The main topic of the chapter is related to the changes that took place during the historical stage of the industrial period. The changes are analysed through the preservation and revitalisation of objects, the perspective of landscape reconstruction, and the renewal of the urban city. The main keywords in the chapter are related to the preservation of industrial heritage, the meaning of historical events, the determination of the value of remembrance based on the theory of the scar, the importance of identity, and the principles of educational tourism. In this work, the case study method is applied. The underlying principles of this method allow to devise certain characteristic strategies in constructing the new face of an industrial heritage object, post-industrial landscape, or urban city. The case study discusses the example of the Ruhr area in Germany through which certain trends on how problematic and specific objects are transformed into part of the cultural heritage and places of interest are shown. The obtained results are presented in connection with the challenges posed by the closure of the Ignalina Nuclear Power Plant (INPP) and the search for the new identity in the city of Visaginas. The study report also presents elements of a sustainable and long-term industrial heritage analysis scheme including the uniqueness of the site, its significance to society, value potential, approaches to demonstrating objects based on constructivist philosophy, educational tourism, and new learning experiences.

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Section: A New Role Of Geography In Teaching and Learning Energy Lite...mentioning

confidence: 99%

Section: Energy Geography In the Curriculum Of The Future And Survivalmentioning

confidence: 99%

Section: The Changing Energy Landscape As the Main Concept Of Energy ...mentioning

confidence: 99%

Section: Identification Of the Significance Of Nuclear Industrymentioning

confidence: 99%

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Learning the Nuclear: Educational Tourism in (Post)Industrial Sites

2021

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“…direct engagement with or experience of an issue in the 'real world' and explicit reflection on this to various academic perspectives. Within a higher education context, fieldwork is particularly favoured by geographers and various forms of such active learning are adopted by those teaching energy geographies (Thoyre and Harrison 2016).…”

Section: Introductionmentioning

confidence: 99%

Types of learning identified in reflective energy diaries of post-graduate students

Horst

Staddon

2017

Energy Efficiency

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Engagement with students about social and environmental dilemmas can be an important pathway to help to transform attitudes and behaviours in society over time. This paper seeks to further the links between research on energy behaviour and demand-side management in the home with educational research about learning processes. We analyse 'free-form' energy diaries written by 33 masters students, identify the different types of knowledge and insights that students have sought to obtain during this self-led exercise and find that we can link that back to different types of learning recognised in education studies literature, namely situated learning, social learning, reflective learning and experimental/action learning. We argue that these different forms of learning are interlinked and can be relevant for the development of both environmental citizenship and 'living lab' approaches. Embedding all these different forms of learning in both research and teaching on energy demand management has the potential to yield rapid, co-produced research insights as well as useful points for action for students, building managers and other relevant actors in college towns and student service provision. It could also help the next generation of graduate professionals to become more energy aware through their own personal experiences and thus potentially more open towards lower energy choices in material investment and daily practices in subsequent stages of their lives.

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