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GeoCapabilities: Social justice in classrooms Slide 1 GeoCapabilities: Social justice in classrooms Slide 2 GeoCapabilities: Social justice in classrooms Slide 3 GeoCapabilities: Social justice in classrooms Slide 4 GeoCapabilities: Social justice in classrooms Slide 5 GeoCapabilities: Social justice in classrooms Slide 6
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GeoCapabilities: Social justice in classrooms

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This presentation defines and explores aspects of Social Justice in the context of the GeoCapabilities project and a capabilities approach for teaching.
The presentation includes
The role of teachers
The role of pedagogy
The role of students

It is part of the Web site for the GeoCapabilities 3 project

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GeoCapabilities: Social justice in classrooms

  1. 1. This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. http://www.geocapabilities.org GeoCapabilities 3 Socially Just classrooms What are they?
  2. 2. This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. http://www.geocapabilities.org GeoCapabilities 3 In this presentation we consider : The role of teachers The role of pedagogy The role of students
  3. 3. This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. http://www.geocapabilities.org GeoCapabilities 3 Who do we teach? Students’ experiences https://www.geocapabilities.org/training-materials/module-2- curriculum-making-by-teachers/getting-started/
  4. 4. This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. http://www.geocapabilities.org GeoCapabilities 3 For how can we expect social mobility for disadvantaged students when real life examples seem so far out of reach? The very real truth is that for the majority of students, their postcode still determines their likelihood of success in life. We have a very real problem. We need to tackle the underlying problems that cause the numbers of BAME teachers and leaders to be so low so that we can provide the role models that these students need. A diverse teacher workforce benefits all students not just those from a BAME background. (Johsh Isles, Assistant head teacher, UK) https://www.istockphoto.com/en/vector/migration-gm165036309- 985485 Teachers and teaching
  5. 5. This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. http://www.geocapabilities.org GeoCapabilities 3 Geographies Pedagogy Geography and Pedagogy
  6. 6. This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. http://www.geocapabilities.org GeoCapabilities 3 Adicji, C. N. (2009) The Danger of a Single Story. A TED Talk. Available at: https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story?language=en Accessed July 3, 2021. Arshad, R. (2021) A Diverse Teaching Profession Benefits All Pupils. Available at: https://blogs.gov.scot/education/2021/03/19/a-diverse-teaching-profession-benefits-all-pupils/ Accessed 5 June 2021. Biddulph, M. Béneker, T., Mitchell, D., Leiningar_Frézal, C., Zwartjes, L. and Donert, K. Teaching powerful geographical knowledge – a matter of social justice: initial findings from the GeoCapabilities 3 project. International Journal of Geographical and Environmental Education, 29(3): 260-274. Donlevy, V., Meierkord , Anja, and Rajania(, Aaron (2016) ‘Study on the Diversity within the Teaching Profession with Particular Focus on Migrant and/or Minority Background: Annexes to the Final Report to DG Education and Culture of the European Commission. Brussels: European Commission Hammond, L. (2020) An investigation into children's geographies and their value to geography education in schools. (Doctorial dissertation). University College London. Harvey, D. (1973) Social Justice in the City. University of Georgia Press. Hopkins, P. (2020) Social Geography III: Committing to Social Justice, Progress in Human Geography, 45(2): pp382-293. Isles, J. (n.d) What its like to be a black teacher in the UK. Available at: https://www.bbc.co.uk/teach/teacher- support/what-its-like-to-be-a-black-teacher-in-the-uk-today/zhfxdp3 Accessed 6 June 2021. Roberts, M. (2014) Powerful Knowledge and School Geography. The Curriculum Journal, 25(2): 187-209 Smith, D.M. (2000) Social Justice Revisited, Environment and Planning A, 32, pp 1149-1162. Thomson, P. () Schooling the Rustbelt Kids: making the difference in changing times. Routledge: Oxford. References

This presentation defines and explores aspects of Social Justice in the context of the GeoCapabilities project and a capabilities approach for teaching. The presentation includes The role of teachers The role of pedagogy The role of students It is part of the Web site for the GeoCapabilities 3 project

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