Rod Gerber – författare

In the hypercompetitive context of the new global economy, building a smart workforce is widely regarded as a key strategy for enterprises. But is this any more than another 'fast capitalist' slogan? What substance can be given to the idea? What are its associated values and practices? This book explores these issues from an international perspective in fresh and challenging ways. Key themes include:* competence and being competent in the world of work* experience, common-sense and expertise in workplace learning* social practices and literacies in the workplace* developing smart, self-directed workers* taking responsibility for learning in workplaces* empowering workers as learners in the workplaces.These essays are written by leading edge workplace analysts and practitioners from Australia, New Zealand, Sweden and the USA. Their wide-ranging, multi-disciplinary approach will be of interest to all forward-thinking academics, students and leaders in management, organizational development and workplace learning.

In the hypercompetitive context of the new global economy, building a smart workforce is widely regarded as a key strategy for enterprises. But is this any more than another 'fast capitalist' slogan? What substance can be given to the idea? What are its associated values and practices? This book explores these issues from an international perspective in fresh and challenging ways. Key themes include:* competence and being competent in the world of work* experience, common-sense and expertise in workplace learning* social practices and literacies in the workplace* developing smart, self-directed workers* taking responsibility for learning in workplaces* empowering workers as learners in the workplaces.These essays are written by leading edge workplace analysts and practitioners from Australia, New Zealand, Sweden and the USA. Their wide-ranging, multi-disciplinary approach will be of interest to all forward-thinking academics, students and leaders in management, organizational development and workplace learning.

Geographers regard fieldwork as a vital instrument for understanding our world through direct experience, for gathering basic data about this world and as a fundamental method for enacting geographical education. The range of international geography and educational experts who contributed to this volume has demonstrated that the concept of fieldwork has a considerable history in the field of geography. They have demonstrated that the theoretical aspects of fieldwork have been interpreted differently in regions around the world, but the importance of fieldwork remains strong globally. A fresh look at the pedagogic implications for fieldwork in formal education offers ideas both for promoting it in geographical education and for maintaining its place in the geography curriculum. Many forward-looking geographers and educators have begun to recognize that alternative strategies, especially those involving the use of information technology, should be developed to reaffirm the centrality of fieldwork in geographical and wider education.

This book draws together for the first time expertise in cultural geography and geographical education that synthesises the main ideas in these fields to improve our cultural understanding of the world and to demonstrate how such understanding may be interwoven into the geography curricula at different levels of education. Its aim is to inject more intercultural understanding and education into people's lives. This is achieved by focusing on key aspects such as geography and culture, geography and citizenship, pedagogic implications and future directions for inter-cultural learning, understanding, and education. Through contributions from international researchers and educators, this publication demonstrates how the study of geography can assist people in different social and cultural groups to sustain their lifeworlds, and, wherever possible, improve them for future generations of citizens. Therefore, geography can be effective in the promotion of lifelong learning for groups of people who interact in both real and virtual worlds in the twenty-first century.

This book draws together for the first time expertise in cultural geography and geographical education that synthesises the main ideas in these fields to improve our cultural understanding of the world and to demonstrate how such understanding may be interwoven into the geography curricula at different levels of education. Its aim is to inject more intercultural understanding and education into people's lives. This is achieved by focusing on key aspects such as geography and culture, geography and citizenship, pedagogic implications and future directions for inter-cultural learning, understanding and education. Through contributions from international researches and educators, this publication demonstrates how the study of geography can assist people in different social and cultural groups to sustain their lifeworlds, and, wherever possible, improve them for future generations of citizens. Therefore, geography can be effective in the promotion of lifelong learning for groups of people who interact in both real and virtual worlds in the twenty first century.

Geographers regard fieldwork as a vital instrument for understanding our world through direct experience, for gathering basic data about this world, and as a fundamental method for enacting geographical education. The range of international geography and educational experts who contributed to this volume has demonstrated that the concept of fieldwork has a considerable history in the field of geography. They have demonstrated that the theoretical aspects of fieldwork have been interpreted differently in regions around the world, but the importance of fieldwork remains strong globally. A fresh look at the pedagogic implications for fieldwork in formal education offers ideas both for promoting it in geographical education and for maintaining its place in the geography curriculum. Audience: Forward-looking geographers and educators now recognise that alternative strategies, especially those involving the use of information technology, should be developedto reaffirm the centrality of fieldwork in geographical and wider education.

An important challenge for our world is to understand how cultural understanding and geographical education can be linked and used to improve the global society. The extremist views of terrorist groups exaggerate these tensions to the extent that some different cultural groups do not prefer to live in peace with their neighbours.

The International Handbook on Geographical Education is the first truly international publication in the field of geographical education for several decades. It is distinctive in the following ways: A large team of highly experienced geographers and educators from around the world have injected their perspectives on international issues in the field. While some reflection of past thinking and practice is evident, the main purpose of this publication is to offer international leadership in geographical education for the world in the twenty first century. Illuminating local and national examples are used to reinforce the international perspectives. The publication challenges geographical educators, policymakers and curriculum developers to reposition themselves for the changing approaches in societies around the world. It is a publication for the thinking geographer and educator who appreciates where international education is travelling to and how its challenges can be met.