'Teaching Geography for a Better World'? The Postmodern Challenge and Geography Education

Morgan, John

doi:10.1080/10382040208667460

Cited by 26 publications

(7 citation statements)

References 6 publications

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“…It was encouraging to note that most of the teachers interviewed did not tow the conservative line of 'neutrality and balance' (Morgan, 2002) in their teaching, but were generally prepared to 'take a stand' on issues they felt strongly about.…”

Section: Teachers' Perceptions Of Important Issues In Teaching About mentioning

confidence: 90%

“…To exemplify this, Fien cited a curriculum officer of the Royal Geographical Society (Queensland) who relatively recently lamented what he felt was too heavy an emphasis placed on the environment, sustainability and citizenship these days, and not enough on geography (Comben, 1999). Morgan (2002) has also called for a more critical geography education and argued that teachers need to recognise that the ideals of neutrality and balance dominating current educational practices are in fact supportive of conservative ideas. Hence, as long as the forces of conservatism retain the upper hand in Australia, geography may not offer the best vehicle to deliver EfS.…”

Section: Characteristics Of Education For Sustainabilitymentioning

confidence: 97%

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Education for Sustainability in Regional New South Wales, Australia: An Exploratory Study of Some Teachers' Perceptions

Taylor¹,

Nathan²,

Coll³

2003

International Research in Geographical and Environmental Educat

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The recent United Nations global summit in South Africa highlighted the importance of education in matters of economic and environmental sustainability. However, education about the environment is somewhat 'constrained' compared with more holistic notions such as education for sustainability (EfS). The literature suggests that EfS has considerable scope for developing students' views of sustainability in a global context with the concept seen as best delivered via an action-oriented, integratedcurriculum approach. Such an approach faces many barriers including teachers' views about EfS and its implementation. This study reports on an inquiry into some NSW primary and secondary teachers' views of EfS. Few of the participants were familiar with the concept of EfS in a formal sense, but they reported that they were already incorporating aspects of EfS into their teaching, suggesting broad agreement with the characteristics required for effective EFS presented in the literature. The teachers seem well aware of the socially-situated nature of EfS and its connection to issues of social justice. Examination of school curriculum in New South Wales suggests that it provides scope for delivering EfS, and if the new environmental education policy for schools is implemented effectively, it may help raise the profile of EfS.

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Section: Teachers' Perceptions Of Important Issues In Teaching About mentioning

confidence: 90%

Section: Characteristics Of Education For Sustainabilitymentioning

confidence: 97%

Education for Sustainability in Regional New South Wales, Australia: An Exploratory Study of Some Teachers' Perceptions

Taylor¹,

Nathan²,

Coll³

2003

International Research in Geographical and Environmental Educat

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“…More recent critical thinking is couched in post modern terms, understanding the geography curriculum to be one of many texts, with no essentially fixed meaning, but open to a variety of interpretations (Morgan, 2000). However, as Morgan argues, such critiques of geographical knowledge in schools as those described above remain underdeveloped and marginal (Morgan, 2002). This paper attempts to advance critical thinking about school geographical knowledge by troubling institutionalizing influences that frame meanings of geography and by opening possibilities for new ways of thinking to emerge.…”

Section: Context: the Case Of Geographymentioning

confidence: 94%

Knowledge and the curriculum: Derrida, deconstruction and 'sustainable development'

Winter¹

2007

London Review of Education

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This paper enquires into curriculum knowledge about sustainable development at advanced level in geography in English schools through a critical look at two concepts. The deconstructive perspective used is drawn from Jacques Derrida. The focus is on school knowledge and responsibility to other ways of knowing that may be neglected within assumptions concerning the fixed meanings of words, universal laws and the presumptions of scientific method. Michael Bonnett, Martin Heidegger and Iris Murdoch offer transgressive ways of knowing about sustainable development. It is suggested that these ideas might lead to alternative, more ethical and political, and ultimately more objective forms of geographical knowledge.

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“…Positive Recognition draws attention to the contextuality and situatedness of sustainable agency and, in this sense, takes forward the joint traditions of critical pedagogy and critical geography [52][53][54][55]. It is a dynamic driver of democracy, resonating with major issues of social and political life, such as gender [56], race [57], class [58], and sexuality [59], but also environmental relations that remain largely missing in the existing research inspired by recognition theories.…”

Section: Positively Recognizing Sustainable Urban Pedagogymentioning

confidence: 99%

Skatescape in the Making: Developing Sustainable Urban Pedagogies through Transdisciplinary Education

et al. 2021

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The current trend of higher education for sustainable urban development links with parallel developments in urban governance and environmental pedagogy. Many programs and policies identify cities and citizens as key drivers of change for sustainable futures, however scholarly work on the related pedagogies is lacking. These endeavors are clearly present in the Tampere city-region, Finland. Supported by national educational and city-regional strategies, the city is promoting sustainable lifestyles and infrastructures by means of multistakeholder governance including citizen participation and sustainability education. This paper analyzes, as a case study of transdisciplinary sustainability education, a collaboration between Tampere University, a skateboarding high school, and the Hiedanranta urban district developed as a real-life laboratory of sustainable urban development. We explore the pedagogical dimensions of the collaboration by drawing from the theoretical perspective of ‘positive recognition’ and conceiving the Hiedanranta skatescape—a socio-physical entity formed around skateboarding—as a ‘boundary object’. The paper suggests urban environments act as boundary objects that enable productive collaboration between various actors when informed by pedagogies of positive recognition. In conclusion, we propose that the value of this approach, binding together multistakeholder governance and transdisciplinary learning, lies in its capacity to encourage novel forms of sustainable agency.

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'Teaching Geography for a Better World'? The Postmodern Challenge and Geography Education

Cited by 26 publications

References 6 publications

Education for Sustainability in Regional New South Wales, Australia: An Exploratory Study of Some Teachers' Perceptions

Education for Sustainability in Regional New South Wales, Australia: An Exploratory Study of Some Teachers' Perceptions

Knowledge and the curriculum: Derrida, deconstruction and 'sustainable development'

Skatescape in the Making: Developing Sustainable Urban Pedagogies through Transdisciplinary Education

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