Thinking spatially: a springboard to new possibilities

IF 1.8 2区社会学 Q2 GEOGRAPHY

Australian Geographer Pub Date : 2021-01-02 DOI:10.1080/00049182.2020.1862735

B. Comber

引用次数: 6

Abstract

ABSTRACT This article argues that geographical theories are generative when to comes to understanding how educational disadvantage is produced and reproduced across generations. Spatial theories can inform critical interrogation of the ways in which students and their families from particular places, such as communities of poverty are represented in the media. Yet spaces and places can also become rich curricular resources when treated as assets for designing and enacting pedagogies of care and belonging.

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空间思维：通向新可能性的跳板

摘要本文认为，地理理论在理解教育劣势是如何产生和代代相传时具有生成性。空间理论可以为批判性地询问来自特定地方（如贫困社区）的学生及其家人在媒体上的表现方式提供信息。然而，当空间和场所被视为设计和实施关爱和归属教育的资产时，它们也可以成为丰富的课程资源。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Australian Geographer GEOGRAPHY-

CiteScore

4.10

自引率

8.30%

发文量

期刊介绍： Australian Geographer was founded in 1928 and is the nation"s oldest geographical journal. It is a high standard, refereed general geography journal covering all aspects of the discipline, both human and physical. While papers concerning any aspect of geography are considered for publication, the journal focuses primarily on two areas of research: •Australia and its world region, including developments, issues and policies in Australia, the western Pacific, the Indian Ocean, Asia and Antarctica. •Environmental studies, particularly the biophysical environment and human interaction with it.