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UWE Presentation

  1. 1. geography<br />- <br />education<br />University of the West of England<br />Conference keynote <br />Wednesday 8th July 2009<br />David Lambert<br />
  2. 2. Geography Education<br />Geography<br />Education<br />Something Happened<br />Living Geography and A Different View<br />Living Geography and Capability<br />
  3. 3. 1. Why geography?<br />(A question from a Y9 panel member of the Harris Federation Student Commission on Learning)<br />
  4. 4. 1. Why geography?<br />(A question from a Y9 panel member of the Harris Federation Student Commission on Learning)<br />Geography is an idea: ‘one of humanity’s big ideas’ (Bonnett 2008)<br />If we didn’t have geography, we would need to invent it<br />That is, <br /><ul><li> ways of representing the world,
  5. 5. human occupancy of the Earth (place making),
  6. 6. movement,
  7. 7. human-environmental relationships</li></li></ul><li>Teachers’ relationships<br /><ul><li> With the children (the learning)
  8. 8. With each other (the teaching)
  9. 9. With the subject (the disciplinary resources)</li></li></ul><li>
  10. 10.
  11. 11. A philosophical map<br />Motivation<br /><ul><li> the need to know
  12. 12. challenge and relevance </li></ul>Significance<br /><ul><li> capable of changing the person
  13. 13. worthwhile</li></ul>Creative<br /><ul><li> with the subject resources </li></li></ul><li>A philosophical map<br /><ul><li> Learning without teaching
  14. 14. Teaching without learning
  15. 15. Learning without education </li></li></ul><li>A philosophical map<br />All education is ‘self education’<br />
  16. 16. And yet, teachers know <br />that they can only judge their success <br />based upon <br />what their students learn<br />
  17. 17.
  18. 18. shift<br />
  19. 19. QCA 2004:<br />“The UK has moved from a manufacturing economy to a service and <br />knowledge-based economy. In an increasingly technological world, <br />jobs migrate ... In an uncertain future (we need people who are) <br />flexible and equipped to learn and adapt ...”<br />
  20. 20. Where are we now?<br />An idea of education<br />or, a teaching and learning strategy?<br />Effect sizes<br />Learning gain<br />Value-added<br />Competence<br />Assessment<br />Learning to learn<br />Delivery<br />
  21. 21. “Vibrant City”<br />
  22. 22. The neo-liberal orthodoxy has “dulled our ability to think for, or beyond, ourselves”<br />[Wadley 2008]<br />“Vibrant City”<br />
  23. 23. “Garden of Peace”<br />
  24. 24. Identity<br />Who am I? Where am I from? Who is my ‘family’? <br />What is their story? And the people around me?<br />Society<br />Who decides on who gets what, where and why? <br />What is fair? Why care? <br />
  25. 25. “Garden of Peace”<br />
  26. 26. The physical environment<br />What is the world (and this place) made of? Why do things move? What becomes of things?<br />Our place in the world<br />Where do I live? How does it look? How is it changing? How might it become?<br />
  27. 27. 4. Living Geography and A Different View<br />The role of subject disciplines as educational resources<br />The role of teachers as the curriculum makers<br />
  28. 28. The GA’s ‘manifesto’ links<br />Geography: “Knowledge about the earth as the home of humankind”<br />and <br />Education“ ... to travel with a different view”<br />
  29. 29.
  30. 30. www.geography.org.uk/adifferentview<br />
  31. 31. 5. Living Geography and Capability<br />Derives from Amartya Sen and Martha Nussbaum and their work in human welfare and development economics:<br />What it is to be ‘truly human’?<br /> Anything that prevents fully human functioning is a deprivation of capability<br />
  32. 32. Thus, poverty is not simply low income. It is:<br /> a lack of choice<br /> a lack of opportunity<br />
  33. 33. Other examples of capability: <br /><ul><li> being able to imagine, use the senses, think and reason
  34. 34. being able to from a conception of the good and to plan one’s life accordingly
  35. 35. being able to show concern for others, to empathise and to live successfully with others
  36. 36. being able participate effectively in political choices, with free speech and association</li></ul>[after Nussbaum 1993]<br />
  37. 37. Human capabilities and the importance of education<br />Not to be confused with value free ‘skills’<br />for the ‘knowledge economy’<br />
  38. 38. Human capabilities and the importance of education<br /><ul><li> autonomy and rights
  39. 39. choices about how to live
  40. 40. creativity and productivity</li></ul>In a context of ‘moral seriousness’<br />
  41. 41. Living geography and capability<br />Exploring geographical studies in school <br />enables young people to extend and develop their:<br /><ul><li> world knowledge and knowledge of earth as the home of humankind
  42. 42. relational understanding of people and places in the world
  43. 43. disposition to link social, economic and environmental processes</li></li></ul><li>“We are encouraging schools to be outward looking, <br />globally minded and future focused.<br />(Schools should) enable open-ended engagement <br />with wider world issues … It’s the tensions that <br />students confront when they do so that are important.”<br />Prof Bill Scott<br />Launching the SSAT leadership for sustainable schools programme , Feb 2009 <br />

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