教育地理学的制度化:国际视野

Q3 Social Sciences

Journal of Pedagogy Pub Date : 2020-06-01 DOI:10.2478/jped-2020-0002

Silvie R. Kučerová, S. Holloway, H. Jahnke

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引用次数: 6

摘要

教育地理学是一个新兴的研究领域。本文对这一工作体系的演变做出了两项创新贡献。首先，它呈现了该领域的三层历史，描绘了其发展的不同阶段。其次，它揭示了不同语言传统中教育地域之间的联系和差异。该分析包括历史更悠久的德语、法语和英语研究，以及最近的东欧和国际研究。结合起来，这种对教育地理辩论的时代性和空间性的关注为该领域提供了独特的介绍。

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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The institutionalization of the geography of education: An international perspective

Abstract The geography of education is a young field of research. This article makes two innovative contributions to knowledge about the evolution of this body of work. First, it presents a three-fold history of the field, delineating distinct phases in its development. Second, it draws out both linkages across, and disparities between, geographies of education in different language traditions. The analysis includes longer established German-language, Francophone and Anglophone oeuvres, as well as more recent Eastern European and international research. In combination, this attention to the temporality and spatiality of geographical debate about education provides a unique introduction to the field.

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来源期刊

Journal of Pedagogy Social Sciences-Education

CiteScore

1.10

自引率

0.00%

发文量

审稿时长

20 weeks

期刊介绍： The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.