• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
UWE Presentation

UWE Presentation






Total Views
Views on SlideShare
Embed Views



14 Embeds 77

http://livinggeography.blogspot.com 36
http://livinggeography.blogspot.co.uk 11
http://geographysupport.blogspot.com 7
http://livinggeography.blogspot.de 5
http://livinggeography.blogspot.in 4
http://geographysupport.blogspot.co.uk 3
http://livinggeography.blogspot.com.au 3
http://southglosgeog.ning.com 2
http://livinggeography.blogspot.com.es 1
http://livinggeography.blogspot.dk 1
http://livinggeography.blogspot.ca 1
http://livinggeography.blogspot.it 1
http://www.slideshare.net 1
http://livinggeography.blogspot.be 1



Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment

    UWE Presentation UWE Presentation Presentation Transcript

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