International Perspectives on Geographical Education – serie

This book presents the core concepts of geographical education as a means of understanding global issues from a spatial perspective. It treats education, supported by high standards, approaches, methodologies, and resources, as essential in exploring the interactions of the world’s human and environmental systems at local, regional, and global scales embedded in the nature of the discipline of geography. It covers topics such as climate change, sustainable development goals, geopolitics in an uncertain world, global crisis, and population flows, which are of great interest to geography researchers and social sciences educators who want to explore the complexity of contemporary societies.Highly respected scholars in geography education answer questions on key topics and explain how global understanding is considered in K-12 education in significant countries around the globe. The book discusses factors such as the Internet, social media, virtual globes and other technologicaldevelopments that provide insights into and visualization – in real time – of the intensity of relationships between different countries and regions of the earth. It also examines how this does not always lead to empathy with other political, cultural, social and religious values: terrorism threats and armed conflicts are also essential features of the global world. This book opens the dialogue for global understanding as a great opportunity for teachers, educators, scholars and policy makers to better equip students and future citizens to deal with global issues.

This book provides a unique assessment of the development of research in geography education and its future prospects, offering a challenging critique of subject-based education research, with particular reference to geography education across a range of different jurisdictions.

This book provides a unique assessment of the development of research in geography education and its future prospects, offering a challenging critique of subject-based education research, with particular reference to geography education across a range of different jurisdictions.

In this book international geography educators discuss the ways in which geographical knowledge is recontextualised in schools and consider effective approaches to facilitate, improve and advance geography education in research and practice.

In this book international geography educators discuss the ways in which geographical knowledge is recontextualised in schools and consider effective approaches to facilitate, improve and advance geography education in research and practice.

This book presents the distinctive theoretical and methodological approaches in geography education in South America and more specifically in Brazil, Chile and Colombia.

This book presents the distinctive theoretical and methodological approaches in geography education in South America and more specifically in Brazil, Chile and Colombia.

This book focuses on how current and prospective teachers worldwide are prepared for the significant task of teaching geography, given the important role of teachers. It eschews a traditional career-centric framework (pre-service, in-service teaching) in favor of a topical approach toward issues that all teachers face.

This book focuses on how current and prospective teachers worldwide are prepared for the significant task of teaching geography, given the important role of teachers. It eschews a traditional career-centric framework (pre-service, in-service teaching) in favor of a topical approach toward issues that all teachers face. The book updates thinking on geography education subfields such as GI education and fieldwork and traces important contemporary discourses such as digitalization and sustainability. The book further explains the broad variety of institutionalization of geography teacher education in various political systems.  In short, this book collects strategies for geography teacher educators worldwide to provide insight into the challenges, conditions, and solutions present at the classroom and institutional level. As such, this book is a must-have for teacher educators and geography teachers worldwide.

This book highlights the way in which geography curricula are conceived, (re)-organised and implemented at different levels (local, regional, national, international) and how to respond concretely to these challenges. It also examines the obstacles, barriers and continuities that keep some parts of geography curricula in a century-old tradition.In this book, the term curriculum is used in its Anglo-Saxon conception, which differs from its European use, which is limited to study plans. The term curriculum used in this book, refers to the prescribed curriculum, sometimes called formal, and also to the taught or real curriculum as well as the learned curriculum. To these three curricular forms, a fourth is added, called the hidden curriculum. This includes what is implicit for the actors (teachers, pupils, the school institution) and what is, voluntarily or not, ignored or concealed.The contributions to this book examine each type of these four curricula and their interactions. It discusses how the passage from one curriculum level to another is not linear and implies recompositions, ruptures as well as continuities. The book also touches on the circulation between the different curricular levels and how that raises the question of the articulation between policy(ies) and practice.

This book informs an international audience of teachers, scholars and policymakers about the development of learning progressions for primary and secondary geography education in various countries and regions of the world.

In this book geography educators from around the globe discuss their research into the power of geographical thinking and consider successful strategies to implement, improve and advance geography education in research and practice.

This book presents the core concepts of geographical education as a means of understanding global issues from a spatial perspective. It treats education, supported by high standards, approaches, methodologies, and resources, as essential in exploring the interactions of the world’s human and environmental systems at local, regional, and global scales embedded in the nature of the discipline of geography. It covers topics such as climate change, sustainable development goals, geopolitics in an uncertain world, global crisis, and population flows, which are of great interest to geography researchers and social sciences educators who want to explore the complexity of contemporary societies.Highly respected scholars in geography education answer questions on key topics and explain how global understanding is considered in K-12 education in significant countries around the globe. The book discusses factors such as the Internet, social media, virtual globes and other technologicaldevelopments that provide insights into and visualization – in real time – of the intensity of relationships between different countries and regions of the earth. It also examines how this does not always lead to empathy with other political, cultural, social and religious values: terrorism threats and armed conflicts are also essential features of the global world. This book opens the dialogue for global understanding as a great opportunity for teachers, educators, scholars and policy makers to better equip students and future citizens to deal with global issues.

This book informs an international audience of teachers, scholars and policymakers about the development of learning progressions for primary and secondary geography education in various countries and regions of the world.