The living city: Thirdspace and the contemporary geography curriculum

Bustin, Richard

doi:10.1080/00167487.2011.12094312

Cited by 16 publications

(10 citation statements)

References 9 publications

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“…Consequently, in geography, learners are brought into contact at best with a lightweight version of social constructivism without differentiating between different levels of complexity. This finding corresponds to the broadly recognized gap between academic and non-academic geography (Bustin, 2011;Harris, 2013;Butt & Collins, 2017). This paper argues that a constructivist understanding of space is not a rather exotic perspective for certain special cases of geographic research, but instead the central perspective on space to which other views are subordinated as more specific variants.…”

Section: Discussionsupporting

confidence: 80%

“…In the literature about geography education, two reasons are presented for practicing the social constructivist understanding of space in pre-academic education: to avoid a growing gap between school and university geography (e. g. Winter, 2007;Bustin, 2011;Harris, 2013;Butt & Collins, 2017); and to achieve the competence to act in space appropriately, for example when students learn to recognize the spatial production of power and social inequalities (Hammond, 2019).…”

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confidence: 99%

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The Social-Constructivist Concept of Space in a German Geography Education Context: Status-quo and Potential

Weiss

2020

Review of International Geographical Education Online

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The present paper attempts to reason that social-constructivist spatial theory represents an essential approach for contemporary geography teaching. This approach is essential to show learners how space contributes to the organization of society. By contrast, German geography didactics and teaching practice, which are examined closely here by means of a content analysis based on curricula, textbooks, and classroom material, show that social-constructivist approaches are underrepresented and limited to a light-weight version of space as construct. This contribution concludes with a plea to grant the concept of space as a social construct with greater central significance and potential in teaching practice.

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Section: Discussionsupporting

confidence: 80%

mentioning

confidence: 99%

The Social-Constructivist Concept of Space in a German Geography Education Context: Status-quo and Potential

Weiss

2020

Review of International Geographical Education Online

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“…The focus is on personal development or bringing maturity to the individual student (Moea, 2022b). Using academic subjects as a medium for developing skills, attitudes and learning styles that will help them become autonomous individuals is key to this ideology (Bustin, 2018).…”

Section: Review Of the Related Literaturementioning

confidence: 99%

“…As a result, an emphasis is placed on encouraging learners to challenge existing knowledge and approaches. There is less interest in academic disciplines; more focus is on issues and socially critical pedagogy (Bustin, 2018).…”

Section: Review Of the Related Literaturementioning

confidence: 99%

The Analysis of Curriculum Ideologies in LGCSE Sesotho Syllabus

Makoa

2023

Innovare J Edu

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A curriculum is a prearranged design for teaching negotiated by ability in the light of their skilled knowledge and the context of societal prospects and students’ needs. This paper aims to analyze the curriculum ideologies available in the Sesotho, Lesotho General Certificate of Secondary Education (LGCSE) syllabus and whether Sesotho literature develops the students holistically to fit in society. The paper use document analysis where the LGCSE syllabus aims will be analyzed. The paper has found that the dominating ideology is learner-centered, and social reconstruction does not appear in all aims. Social efficiency and scholarly academic appear in three and two aims, respectively. The aim and the purpose of education are to help learners to change society not only to be academicians, but it seems like this curriculum helps students to develop as individuals instead of developing society as a whole.

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“…The Clark Group refers to the group of researchers in the late 1960s who explored children's experience from an environmental psychology perspective. Recent research in geography education, and the integration of theory from academic cultural geography into the school curriculum (Picton, 2010b;Bustin, 2011aBustin, , 2011b has also influenced this research. Fundamentally, this study considers place / space, and childhood to be social constructed, and that place (a term used in this study interchangeably with 'local environment') is lived and rich with personal meaning -'space is constantly in a state of becoming, and the actions and imaginations of adults, children and the non-human world play a part in this becoming' (Hackett et al, 2015 p.4).…”

Section: Situating This Researchmentioning

confidence: 99%