Creating stories of educational change in and for geography: what can we learn from Bolivia and Peru?

IF 1.4 4区 社会学 Q2 GEOGRAPHY
G. Healy, N. Laurie, Jessica Hope
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引用次数: 0

Abstract

ABSTRACT This article will explore the potential for embedding education outputs within contemporary geographical scholarship to provide a disciplinary resource for school teachers’ curriculum thinking and pathways to impact for academic geographers. In particular, the article will draw upon two projects to show the empirical depth that can be achieved by developing resources that give teachers and students insight into the particularities of places (in this case Bolivia and Peru) in relation to sustainable development agendas via a focus on the co-production of geographical knowledge. Through engaging with research pursued by geographers, this article sheds light on the relationship between environmental justice and sustainable development, which can play an important role in shaping geography teachers’ curricular decision-making. It also recasts expertise where Indigenous leaders and others with first-hand experience of their local environment are at the forefront of complex decisions and conflicts to determine trajectories of sustainability.
创造地理教育变革的故事:我们能从玻利维亚和秘鲁学到什么?
摘要本文将探讨将教育产出嵌入当代地理学术的潜力,为学校教师的课程思维提供学科资源,并为学术地理学家提供影响途径。特别是,本文将利用两个项目来展示通过开发资源可以实现的经验深度,这些资源通过关注地理知识的共同生产,让教师和学生深入了解地方(在本例中为玻利维亚和秘鲁)与可持续发展议程之间的特殊性。本文通过对地理学家的研究,揭示了环境正义与可持续发展之间的关系,这对地理教师的课程决策具有重要影响。它还重塑了土著领导人和其他对当地环境有第一手经验的人在复杂决策和冲突中处于最前沿的专业知识,以确定可持续发展的轨迹。
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
Geography
Geography GEOGRAPHY-
CiteScore
1.70
自引率
21.40%
发文量
21
期刊介绍: An international journal, Geography meets the interests of lecturers, teachers and students in post-16 geography.
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