Futuring geography’s pluralist pedagogy

IF 8.2 1区社会学 Q1 GEOGRAPHY

Dialogues in Human Geography Pub Date : 2023-05-18 DOI:10.1177/20438206231177060

Michiel van Meeteren

引用次数: 1

Abstract

The future of geography has to accommodate a constraint: academia's intellectual responsibility for school geography. This constraint can be utilized creatively, as it invites definitions of geography that grasp the bigger picture and accommodate difference, while also integrating prior conceptions of the discipline. This essay imagines a future where the resulting synthesis of ‘geography as an open pluralist pedagogy’ has potential far beyond schools to carry the discipline forward.

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未来地理学的多元教育学

地理学的未来必须适应一个约束:学术界对学校地理的智力责任。这种约束可以创造性地加以利用，因为它邀请了掌握更大图景和容纳差异的地理定义，同时也整合了该学科的先前概念。这篇文章想象了一个未来，在那里，“作为一种开放的多元教育学的地理学”的综合具有远远超出学校推进学科发展的潜力。

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

Dialogues in Human Geography GEOGRAPHY-

CiteScore

8.00

自引率

4.00%

发文量

期刊介绍： Dialogues in Human Geography aims to foster open and critical debate on the philosophical, methodological, and pedagogical underpinnings of geographic thought and practice. The journal publishes articles, accompanied by responses, that critique current thinking and practice while charting future directions for geographic thought, empirical research, and pedagogy. Dialogues is theoretically oriented, forward-looking, and seeks to publish original and innovative work that expands the boundaries of geographical theory, practice, and pedagogy through a unique format of open peer commentary. This format encourages engaged dialogue. The journal's scope encompasses the broader agenda of human geography within the context of social sciences, humanities, and environmental sciences, as well as specific ideas, debates, and practices within disciplinary subfields. It is relevant and useful to those interested in all aspects of the discipline.