This presentation introduces the main ideas behind the GeoCapabilities 3 project and the initial research undertaken with teachers. It considers powerful disciplinary knowledge and the teaching of migration.
GeoCapabilities-workshop: powerful knowledge and curriculum leadershipKarl Donert
A workshop given at the Digital Learning training event on innovative pedagogical approaches in education.
The presentation develops the three phases of the GeoCapabilities apporach and presents some latest research associated with GeoCapabilities 3 and a social justice perspective and the teaching of migration.
The application of a GeoCapabilities approach using a social justice framework Karl Donert
This document discusses the GeoCapabilities 3 project, which focuses on using a social justice framework to teach geography in secondary schools serving less privileged communities. It defines key concepts of social justice like distributive justice, relational justice, agency, and mutuality. The project aims to ensure all students have access to powerful knowledge regardless of their backgrounds. Teachers describe challenges in developing their own materials and addressing students' views influenced by their families. The document advocates asking questions about knowledge, action, voice, and recognition/redistribution to guide the project.
GeoCapabilties 3 Teacher Toolkit Overview Karl Donert
A presentation from the GeoCapabilities 3 project which looks at the teacher tools relevant to teaching about challenging geography topics in schools, framed by a social justice context.
It deals with:
- the four toolkit steps
- an explanation of the terminology used
- a description of some of the tools
GeoCapabilities: Social justice definitionsKarl Donert
This presentation defines and explores aspects of Social Justice in the context of the GeoCapabilities project and a capabilities approach for teaching.
The presentation introduced the four key concepts that capture what social justice means:
Distributive Justice
Relational Justice
Agency and
Mutuality
The presentation is part of the Web site for the GeoCapabilities 3 project
Bridging the divide: teaching about migration and drawing on academic geography Karl Donert
A presentation from Tine Beneker at the IGU-CGE 2021 Conference from the GeoCapabilities 3 project which looks at academic geography and the importance of teachers connecting with disciplinary knowledge and teaching about challenging geography topics in schools, framed by a social justice context. This presentation explores (the role of) access to and use of relevant and ‘new’ academic knowledge by teachers in the project.
GeoCapabilities: curriculum making workshopKarl Donert
This presentation is a worshop to be carried out with teachers and trainee teachers which introduces the significance of a well chosen curriculum artefact.
Migration Geographies – some themes in recent academic Geography research - ...Karl Donert
A presentation from the GeoCapabilities 3 project from Dr. Ben Page (UCL Geography Department).. The presentation looks at research and studies of migration relevant to teaching about the topic in schools.
It deals with:
- How should migration be taught in school geography today?
- What are the current ideas (and recent shifts) in geographies of migration in the university discipline?
- How could / should these ideas be incorporated into school geography?
Migration Geographies – some themes in recent academic Geography research - ...Karl Donert
A presentation from the GeoCapabilities 3 project from Dr. Ben Page (UCL Geography Department).. The is the second presentation which looks at research and studies of migration relevant to teaching about the topic in schools.
It deals with:
- How should migration be taught in school geography today?
- What are the current ideas (and recent shifts) in geographies of migration in the university discipline?
- How could / should these ideas be incorporated into school geography?
GeoCapabilities-workshop: powerful knowledge and curriculum leadershipKarl Donert
A workshop given at the Digital Learning training event on innovative pedagogical approaches in education.
The presentation develops the three phases of the GeoCapabilities apporach and presents some latest research associated with GeoCapabilities 3 and a social justice perspective and the teaching of migration.
The application of a GeoCapabilities approach using a social justice framework Karl Donert
This document discusses the GeoCapabilities 3 project, which focuses on using a social justice framework to teach geography in secondary schools serving less privileged communities. It defines key concepts of social justice like distributive justice, relational justice, agency, and mutuality. The project aims to ensure all students have access to powerful knowledge regardless of their backgrounds. Teachers describe challenges in developing their own materials and addressing students' views influenced by their families. The document advocates asking questions about knowledge, action, voice, and recognition/redistribution to guide the project.
GeoCapabilties 3 Teacher Toolkit Overview Karl Donert
A presentation from the GeoCapabilities 3 project which looks at the teacher tools relevant to teaching about challenging geography topics in schools, framed by a social justice context.
It deals with:
- the four toolkit steps
- an explanation of the terminology used
- a description of some of the tools
GeoCapabilities: Social justice definitionsKarl Donert
This presentation defines and explores aspects of Social Justice in the context of the GeoCapabilities project and a capabilities approach for teaching.
The presentation introduced the four key concepts that capture what social justice means:
Distributive Justice
Relational Justice
Agency and
Mutuality
The presentation is part of the Web site for the GeoCapabilities 3 project
Bridging the divide: teaching about migration and drawing on academic geography Karl Donert
A presentation from Tine Beneker at the IGU-CGE 2021 Conference from the GeoCapabilities 3 project which looks at academic geography and the importance of teachers connecting with disciplinary knowledge and teaching about challenging geography topics in schools, framed by a social justice context. This presentation explores (the role of) access to and use of relevant and ‘new’ academic knowledge by teachers in the project.
GeoCapabilities: curriculum making workshopKarl Donert
This presentation is a worshop to be carried out with teachers and trainee teachers which introduces the significance of a well chosen curriculum artefact.
Migration Geographies – some themes in recent academic Geography research - ...Karl Donert
A presentation from the GeoCapabilities 3 project from Dr. Ben Page (UCL Geography Department).. The presentation looks at research and studies of migration relevant to teaching about the topic in schools.
It deals with:
- How should migration be taught in school geography today?
- What are the current ideas (and recent shifts) in geographies of migration in the university discipline?
- How could / should these ideas be incorporated into school geography?
Migration Geographies – some themes in recent academic Geography research - ...Karl Donert
A presentation from the GeoCapabilities 3 project from Dr. Ben Page (UCL Geography Department).. The is the second presentation which looks at research and studies of migration relevant to teaching about the topic in schools.
It deals with:
- How should migration be taught in school geography today?
- What are the current ideas (and recent shifts) in geographies of migration in the university discipline?
- How could / should these ideas be incorporated into school geography?
Evaluating the GeoCapabilities approach to teaching about migrationKarl Donert
A presentation from Martin Hanus and David Mitchell given at the IGU-CGE 2021 Conference from the GeoCapabilities 3 project which looks at academic geography and the importance of teachers connecting with disciplinary knowledge and teaching about challenging geography topics in schools, framed by a social justice context. This presentation evaluates the approach and the outcomes with associate teachers working on the project.
GeoCapabilities: Geography as Powerful Disciplinary Knowledge (PDK) Karl Donert
This presentation introduces Powerful Disciplinary Knowledge (PDK) as one of the main ideas behind the GeoCsapabilities approach to teacher education and training.
This project was funded by the European Commission. The website reflects only the views of the authors, and the Commission is not responsible for any use of the information. The project partners include Twycross School. The GeoCapabilities project aims to develop human capabilities through acquiring geographical knowledge and thinking geographically. It promotes a progressive, knowledge-led curriculum based on powerful disciplinary knowledge and powerful pedagogies in the classroom.
Panel Discussion – What makes learning geography ‘powerful’?Karl Donert
This document discusses the GeoCapabilities 3 project, which aims to promote powerful geographical knowledge and social justice in geography education. It provides an overview of the GeoCapabilities 3 toolkit, which guides teachers through engaging with academic geography, lesson planning using tools to evaluate students' knowledge, teaching lessons, and reflecting on student learning outcomes. The document also outlines some potential future directions for the GeoCapabilities project, such as expanding its focus beyond just geography to other disciplines, emphasizing values in addition to knowledge, exploring applications in primary education, and using climate change as a topic focus. It raises questions about supporting teachers and students, promoting social justice lessons, facilitating access to disciplinary knowledge, and consolidating Geocapabilities approaches across different resources and platforms.
This presentation explores geographical knowledge in the context of the GeoCapabilities project and a capabilities approach.
It introduces the role of geographical knowledge in terms of capabilities. It then illustrates three dimensions of powerful disciplinary knowledge (NCGRE):
- content-based geographic knowledge
- conceptual geographic knowledge and
- procedural geographic knowledge
The presentation is part of the Web site for the GeoCapabilities 3 project
The future of (digital) geography education post-pandemicand the role of EUR...Karl Donert
The document discusses the impact of COVID-19 on education and the role technology can play in the future of geography education. It notes that the pandemic led to school closures affecting over 1.5 billion learners and necessitated rapid remote learning. While technology provided opportunities for online learning resources, many students lacked access and were left behind. The document advocates for a joined-up strategy to better utilize digital technologies and ensure all students can benefit from technology-enhanced learning. It highlights several European projects using geospatial technologies in schools and outlines their goals of developing students' geospatial thinking and digital skills through innovative teaching approaches.
Geocapabilties Workshop: presentation at the AAG 2016 conference San FranciscoKarl Donert
GeoCapabilities has been an NSF and EU-funded project which aims to improve the quality of education and training in Geography by providing support for dealing with complex issues in geography. The capabilities approach ensures educational aims are clearly in sight. Quality learning and teaching implies sound content knowledge, pedagogic awareness and knowledge of the students being taught. To be successful, teachers need to be effective 'curriculum makers' and therefore leaders in curriculum development as well as in their own disciplinary areas. GeoCapabilities ensures that geographical knowledge underpins curriculum making efforts and addresses a conceptual framework for curriculum thinking in geography.
This workshop introduces the GeoCapabilities concept and approach. Participants are encouraged to reflect on the activities and outcomes of the GeoCapabilities Project (http://www.geocapabilities.org) and consider how a Capabilities approach, involving Powerful Disciplinary Knowledge, Curriculum Making and Leadership Perspectives can be used to enhance student engagement in higher education. enhance spatial thinking and improve the quality and outcome of higher education courses in disruptive times.
This document provides an overview of a new resource on logistics created by Alan Parkinson. The resource includes 8 fully resourced session plans, one for each of 8 professional sectors that involve logistics. The session plans use an inquiry approach and digital mapping to connect to students' experiences. The resource has a vocational element by highlighting logistics as a growing career area requiring geographical skills. Several ideas for lesson plans are provided focusing on tracing the logistics behind everyday items. The resource emphasizes developing students' "logistics literacy" and cites additional sources providing information on transportation geography and the role of logistics.
Geography, Data, Democracy and Citizenship in educationKarl Donert
This presentation was presented at the IGU-CGE Conference in Prague in August 2021. It introduces two projects coordinated by the European Association of Geographers (EUROGEO). The first part concerns GeoDem - Geography, Data, Democracy and Citizenship concerns a Jean Monnet award received by the association to present activities related to EUROGEO's work on innovative education projects over the past 10 years. The award allows the association to further disseminate its actions and activities.
The second part of the presentation introduces the D3 (Developing Digital Data literacy) Project and its results, research and training.
Geocapabilities3: teaching social justice, EUROGEO 2021 conference 22-23 Apr...Luc Zwartjes
The intention of GeoCapabilities 3 is to support teachers in developing their curriculum making capacity and in so doing enable them to engage with important curriculum questions such as what kinds of geographical knowledge are taught in schools, who decides and why, and what kinds of pedagogies are needed to teach powerful disciplinary knowledge (PDK) to students.
Social Justice is the concept that will underpin the work of the project. Whilst it is a concept that has been much examined in education more generally (Unterhalter and Brighouse, 2015), work pertaining to a socially just geography curriculum is limited. Weeden (2012) reports on significant inequalities in young people’s access to geography education in inner city communities in England.
GeoCapabilities 3 seeks to answer 2 main questions:
1. Is there a social justice dimension to GeoCapabilities? and:
2. How can a GeoCapabilities approach benefit schools (teachers/ pupils) in challenging (socio-economic) circumstances towards the goal of ‘powerful knowledge for all?
IOC Data systems and capacity development related to BBNJ, MGR workshop 21-22...wardappeltans
Marine Genetic Resources, Access and Benefit Sharing, Capacity Development and Transfer of Marine Technology, Biodiversity in Areas Beyond National Jurisdiction
1. The document discusses the Tourism and Protected Areas Specialist Group (TAPAS), which provides strategic advice on sustainable tourism in protected areas.
2. TAPAS has grown its membership to over 190 members from 53 countries and is working to build consensus on key priorities like capacity building, knowledge development, and communications.
3. TAPAS has developed an action plan for 2010-2014 that focuses on areas like developing guidance for sustainable tourism, providing training for protected area managers, and strengthening collaboration within IUCN.
The OER World Map as a tool to speed up the development of the European OER m...LangOER
The OER World Map is a social networking platform and geospatial information system that collects and visualizes the global open educational resources (OER) ecosystem. It allows users to create personal profiles, add their projects and services to the map, and become editors or country champions. The approach is bottom-up and top-down, with a focus on openness, individual countries, and quality over quantity to speed up the development of OER in Europe.
This document summarizes a project funded by the European Commission that aims to promote a capabilities approach to geography education. It discusses initial findings from a teacher survey across Europe that show variability in understanding geography. It also outlines plans for future modules to help teachers develop geographical knowledge and thinking in students in order to empower them as global citizens.
Future Project: Foster, mUltiply and connecT adUlt Education Karl Donert
Foster, mUltiply and connecT adUlt Education – FUTURE aims at exchanging good practices among different organisations in order to create the right environment in adult education to embrace the digital revolution. In particular, the project objective is to analyse and understand possible future scenarios in the field of adult education, in relation to the use of digital tools and methodologies such as: educational processes, classroom dynamics, inclusive learning and adult learners teaching methodologies.
The document analyzes how funded science education projects disseminate outcomes to target audiences and recommendations for more effective dissemination. It finds that projects disseminate materials, guidelines, networks, and more to teachers, policymakers, and other project managers. However, stakeholders report receiving scarce information and barriers like time constraints. Recommendations include involving audiences early, using existing networks, providing incentives, and tailoring dissemination to address barriers.
The Expect More project aims to foster the exchange of good practices for integrating refugees into the labor markets and training systems of European countries. It was formed by a partnership of organizations in 7 countries to select, analyze, and transfer successful approaches related to counseling, vocational training programs, and work experience initiatives for refugees and migrants. The project seeks to help overcome skills mismatches, improve credential recognition, and facilitate sustainable integration through establishing a network for ongoing experience sharing.
Promoting Geospatial Education in EuropeKarl Donert
Karl Donert presented on promoting geospatial education in Europe. EUROGEO aims to advance geography through events, publications, and lobbying. Its initiatives include the Digital Earth platform, geospatial education tools, and training programs. There remains a need to establish common geospatial qualifications, support education projects, and create engaging education to address the mismatch between workforce needs and skills. Recommendations include prioritizing education, establishing a think tank of industry and education leaders, and raising awareness of geospatial careers.
The document discusses perspectives on geography education in Europe. It notes that central support for education is shrinking due to less funding and resources. Schools are struggling with curriculum overload and a lack of time for relevant geography topics like fieldwork. Several European countries are considering cutting or removing geography from school curriculums. However, some national campaigns and teacher associations are working to promote and support geography education. The document also describes two European initiatives - EUROGEO, an association of European geography teachers, and Geo-Cube, an online geography education toolkit.
The document summarizes the outcomes of the MIH (Multicultural Interdisciplinary Handbook) project. The project developed a handbook, digital modules, and teacher training course providing tools for teaching European history and geography from a multicultural perspective. Key outcomes included the handbook, digital materials on selected historical and geographical topics, and a teacher training course to develop the topics. The materials were evaluated by teachers and students during pilot tests. Some project milestones included publishing materials online and producing additional projects building on the MIH framework.
GI Learner: A project to develop geospatial thinking learning lines in second...Karl Donert
Almost all aspects of our economy and society are based on geoinformation and geotechnologies. People are tracking, mapping and communicating geographically on an unprecedented scale. Citizens can be empowered by geospatial technologies and open geodata. The sector is booming, however there has been a clear mismatch between workforce demand and supply. Study programmes focus more on informatics than on the scientific background of spatial thinking.
This presentation seeks to introduce a newly EU funded project titled, GI-Learner: Developing a learning line on GIScience in school education. This project aims to support the introduction of GI Science in secondary (high school) education, by addressing policy developments and deliver materials with the capacity and capability to raise awareness of the GI sector, create a geospatially literate workforce and citizens who can benefit from these developments.
Evaluating the GeoCapabilities approach to teaching about migrationKarl Donert
A presentation from Martin Hanus and David Mitchell given at the IGU-CGE 2021 Conference from the GeoCapabilities 3 project which looks at academic geography and the importance of teachers connecting with disciplinary knowledge and teaching about challenging geography topics in schools, framed by a social justice context. This presentation evaluates the approach and the outcomes with associate teachers working on the project.
GeoCapabilities: Geography as Powerful Disciplinary Knowledge (PDK) Karl Donert
This presentation introduces Powerful Disciplinary Knowledge (PDK) as one of the main ideas behind the GeoCsapabilities approach to teacher education and training.
This project was funded by the European Commission. The website reflects only the views of the authors, and the Commission is not responsible for any use of the information. The project partners include Twycross School. The GeoCapabilities project aims to develop human capabilities through acquiring geographical knowledge and thinking geographically. It promotes a progressive, knowledge-led curriculum based on powerful disciplinary knowledge and powerful pedagogies in the classroom.
Panel Discussion – What makes learning geography ‘powerful’?Karl Donert
This document discusses the GeoCapabilities 3 project, which aims to promote powerful geographical knowledge and social justice in geography education. It provides an overview of the GeoCapabilities 3 toolkit, which guides teachers through engaging with academic geography, lesson planning using tools to evaluate students' knowledge, teaching lessons, and reflecting on student learning outcomes. The document also outlines some potential future directions for the GeoCapabilities project, such as expanding its focus beyond just geography to other disciplines, emphasizing values in addition to knowledge, exploring applications in primary education, and using climate change as a topic focus. It raises questions about supporting teachers and students, promoting social justice lessons, facilitating access to disciplinary knowledge, and consolidating Geocapabilities approaches across different resources and platforms.
This presentation explores geographical knowledge in the context of the GeoCapabilities project and a capabilities approach.
It introduces the role of geographical knowledge in terms of capabilities. It then illustrates three dimensions of powerful disciplinary knowledge (NCGRE):
- content-based geographic knowledge
- conceptual geographic knowledge and
- procedural geographic knowledge
The presentation is part of the Web site for the GeoCapabilities 3 project
The future of (digital) geography education post-pandemicand the role of EUR...Karl Donert
The document discusses the impact of COVID-19 on education and the role technology can play in the future of geography education. It notes that the pandemic led to school closures affecting over 1.5 billion learners and necessitated rapid remote learning. While technology provided opportunities for online learning resources, many students lacked access and were left behind. The document advocates for a joined-up strategy to better utilize digital technologies and ensure all students can benefit from technology-enhanced learning. It highlights several European projects using geospatial technologies in schools and outlines their goals of developing students' geospatial thinking and digital skills through innovative teaching approaches.
Geocapabilties Workshop: presentation at the AAG 2016 conference San FranciscoKarl Donert
GeoCapabilities has been an NSF and EU-funded project which aims to improve the quality of education and training in Geography by providing support for dealing with complex issues in geography. The capabilities approach ensures educational aims are clearly in sight. Quality learning and teaching implies sound content knowledge, pedagogic awareness and knowledge of the students being taught. To be successful, teachers need to be effective 'curriculum makers' and therefore leaders in curriculum development as well as in their own disciplinary areas. GeoCapabilities ensures that geographical knowledge underpins curriculum making efforts and addresses a conceptual framework for curriculum thinking in geography.
This workshop introduces the GeoCapabilities concept and approach. Participants are encouraged to reflect on the activities and outcomes of the GeoCapabilities Project (http://www.geocapabilities.org) and consider how a Capabilities approach, involving Powerful Disciplinary Knowledge, Curriculum Making and Leadership Perspectives can be used to enhance student engagement in higher education. enhance spatial thinking and improve the quality and outcome of higher education courses in disruptive times.
This document provides an overview of a new resource on logistics created by Alan Parkinson. The resource includes 8 fully resourced session plans, one for each of 8 professional sectors that involve logistics. The session plans use an inquiry approach and digital mapping to connect to students' experiences. The resource has a vocational element by highlighting logistics as a growing career area requiring geographical skills. Several ideas for lesson plans are provided focusing on tracing the logistics behind everyday items. The resource emphasizes developing students' "logistics literacy" and cites additional sources providing information on transportation geography and the role of logistics.
Geography, Data, Democracy and Citizenship in educationKarl Donert
This presentation was presented at the IGU-CGE Conference in Prague in August 2021. It introduces two projects coordinated by the European Association of Geographers (EUROGEO). The first part concerns GeoDem - Geography, Data, Democracy and Citizenship concerns a Jean Monnet award received by the association to present activities related to EUROGEO's work on innovative education projects over the past 10 years. The award allows the association to further disseminate its actions and activities.
The second part of the presentation introduces the D3 (Developing Digital Data literacy) Project and its results, research and training.
Geocapabilities3: teaching social justice, EUROGEO 2021 conference 22-23 Apr...Luc Zwartjes
The intention of GeoCapabilities 3 is to support teachers in developing their curriculum making capacity and in so doing enable them to engage with important curriculum questions such as what kinds of geographical knowledge are taught in schools, who decides and why, and what kinds of pedagogies are needed to teach powerful disciplinary knowledge (PDK) to students.
Social Justice is the concept that will underpin the work of the project. Whilst it is a concept that has been much examined in education more generally (Unterhalter and Brighouse, 2015), work pertaining to a socially just geography curriculum is limited. Weeden (2012) reports on significant inequalities in young people’s access to geography education in inner city communities in England.
GeoCapabilities 3 seeks to answer 2 main questions:
1. Is there a social justice dimension to GeoCapabilities? and:
2. How can a GeoCapabilities approach benefit schools (teachers/ pupils) in challenging (socio-economic) circumstances towards the goal of ‘powerful knowledge for all?
IOC Data systems and capacity development related to BBNJ, MGR workshop 21-22...wardappeltans
Marine Genetic Resources, Access and Benefit Sharing, Capacity Development and Transfer of Marine Technology, Biodiversity in Areas Beyond National Jurisdiction
1. The document discusses the Tourism and Protected Areas Specialist Group (TAPAS), which provides strategic advice on sustainable tourism in protected areas.
2. TAPAS has grown its membership to over 190 members from 53 countries and is working to build consensus on key priorities like capacity building, knowledge development, and communications.
3. TAPAS has developed an action plan for 2010-2014 that focuses on areas like developing guidance for sustainable tourism, providing training for protected area managers, and strengthening collaboration within IUCN.
The OER World Map as a tool to speed up the development of the European OER m...LangOER
The OER World Map is a social networking platform and geospatial information system that collects and visualizes the global open educational resources (OER) ecosystem. It allows users to create personal profiles, add their projects and services to the map, and become editors or country champions. The approach is bottom-up and top-down, with a focus on openness, individual countries, and quality over quantity to speed up the development of OER in Europe.
This document summarizes a project funded by the European Commission that aims to promote a capabilities approach to geography education. It discusses initial findings from a teacher survey across Europe that show variability in understanding geography. It also outlines plans for future modules to help teachers develop geographical knowledge and thinking in students in order to empower them as global citizens.
Future Project: Foster, mUltiply and connecT adUlt Education Karl Donert
Foster, mUltiply and connecT adUlt Education – FUTURE aims at exchanging good practices among different organisations in order to create the right environment in adult education to embrace the digital revolution. In particular, the project objective is to analyse and understand possible future scenarios in the field of adult education, in relation to the use of digital tools and methodologies such as: educational processes, classroom dynamics, inclusive learning and adult learners teaching methodologies.
The document analyzes how funded science education projects disseminate outcomes to target audiences and recommendations for more effective dissemination. It finds that projects disseminate materials, guidelines, networks, and more to teachers, policymakers, and other project managers. However, stakeholders report receiving scarce information and barriers like time constraints. Recommendations include involving audiences early, using existing networks, providing incentives, and tailoring dissemination to address barriers.
The Expect More project aims to foster the exchange of good practices for integrating refugees into the labor markets and training systems of European countries. It was formed by a partnership of organizations in 7 countries to select, analyze, and transfer successful approaches related to counseling, vocational training programs, and work experience initiatives for refugees and migrants. The project seeks to help overcome skills mismatches, improve credential recognition, and facilitate sustainable integration through establishing a network for ongoing experience sharing.
Promoting Geospatial Education in EuropeKarl Donert
Karl Donert presented on promoting geospatial education in Europe. EUROGEO aims to advance geography through events, publications, and lobbying. Its initiatives include the Digital Earth platform, geospatial education tools, and training programs. There remains a need to establish common geospatial qualifications, support education projects, and create engaging education to address the mismatch between workforce needs and skills. Recommendations include prioritizing education, establishing a think tank of industry and education leaders, and raising awareness of geospatial careers.
The document discusses perspectives on geography education in Europe. It notes that central support for education is shrinking due to less funding and resources. Schools are struggling with curriculum overload and a lack of time for relevant geography topics like fieldwork. Several European countries are considering cutting or removing geography from school curriculums. However, some national campaigns and teacher associations are working to promote and support geography education. The document also describes two European initiatives - EUROGEO, an association of European geography teachers, and Geo-Cube, an online geography education toolkit.
The document summarizes the outcomes of the MIH (Multicultural Interdisciplinary Handbook) project. The project developed a handbook, digital modules, and teacher training course providing tools for teaching European history and geography from a multicultural perspective. Key outcomes included the handbook, digital materials on selected historical and geographical topics, and a teacher training course to develop the topics. The materials were evaluated by teachers and students during pilot tests. Some project milestones included publishing materials online and producing additional projects building on the MIH framework.
GI Learner: A project to develop geospatial thinking learning lines in second...Karl Donert
Almost all aspects of our economy and society are based on geoinformation and geotechnologies. People are tracking, mapping and communicating geographically on an unprecedented scale. Citizens can be empowered by geospatial technologies and open geodata. The sector is booming, however there has been a clear mismatch between workforce demand and supply. Study programmes focus more on informatics than on the scientific background of spatial thinking.
This presentation seeks to introduce a newly EU funded project titled, GI-Learner: Developing a learning line on GIScience in school education. This project aims to support the introduction of GI Science in secondary (high school) education, by addressing policy developments and deliver materials with the capacity and capability to raise awareness of the GI sector, create a geospatially literate workforce and citizens who can benefit from these developments.
The Scientix Observatory: Online communications channels with teachers and st...Brussels, Belgium
The document discusses online communication channels used by Scientix, a European Union-funded project, to engage teachers and students in science, technology, engineering, and math (STEM). It describes Scientix's use of chats and communities of practice to facilitate synchronous and asynchronous online discussions between experts and audiences. Benefits of these channels include their ability to reach large audiences, but challenges include technical issues, language barriers, and maintaining engagement over time. The document also provides examples of other STEM projects that Scientix supports, including their dissemination activities to teachers across Europe.
This document summarizes a virtual mobility exchange program on "Open Educational Resources" organized by researchers from Lithuania, Italy, and Spain. The exchange involved 18 participants from 6 European countries taking a 3 ECTS course on open educational resources. Key success factors included strong leadership and coordination, motivated participants, thorough preparation and planning, and an attractive topic. Recommendations for future virtual mobility programs include clarifying roles, preparing technical aspects, providing information to learners, and ensuring engagement through group activities.
The document describes a lesson plan for using artifacts from museum websites and Google Drive to help students develop critical thinking skills and better understand historical events in their proper cultural context. The plan involves students analyzing artifacts using guiding questions to determine the social, political and economic significance in the society that created them. Examples of artifacts and questions are provided, as well as directions for a guided practice where the teacher models artifact analysis with students and provides feedback in real-time using a shared Google Doc.
Going open: the teachers’ perspective on openness in education LangOER
This project was financed by the European Commission to enhance teaching and learning of less used languages through open educational resources. It involved several partners across Europe. The project activities included producing a report on OERs in less taught languages, developing training materials and courses for teachers, and creating OERs. The document then discusses key concepts in openness including definitions, criteria, attitudes, barriers and drivers. It also summarizes desktop research conducted on Polish OERs and an online survey of 32 Polish teachers which investigated their attitudes towards sharing and adapting educational resources. The implications highlighted were to promote flexible manipulation of resources, raise awareness of licensing, and focus on task design in teacher training.
Ruth Totterdell highlights the Geographical Assocation's resources for teachers. This presentation was given at the Geographical Information Day in Birmingham, 18th November 2009, hosted by the West Midlands Regional Observatory.
Educational Robotics for Students with disabilities (EDUROB) - brochure
http://edurob.eu/
This project (543577-LLP-1-2013-1-UK-KA3-KA3MP) has been funded with support from the European Commission [Lifelong Learning Programme of the European Union]. This website reflects the views only of the author, and the European Commission cannot be held responsible for any use which may be made of the information contained therein.
The OpenMed Project compendium provides an introduction to open education concepts and definitions. It includes case studies of open education initiatives in Europe and the South-Mediterranean region, as well as interviews with open education experts. The compendium aims to inform the OpenMed project's work and provide inspiration for adopting open educational practices.
Timeless Project: Learning foreign languages in culturally-inclusive environm...Ànnia Colomé Estivill
This module provides an overview of a blended course on learning foreign languages in culturally inclusive environments. The course aims to help educators develop personalized learning offers for adult learners and recommendations for creating inclusive learning environments. Key topics covered include tangible and intangible cultural heritage, benefits of studying at an adult age, the role of culture in language learning, and factors for high-quality education. The course promotes using cultural and community resources along with digital tools to engage adult learners and ensure they process information through hands-on learning.
Ng environment io2 induction to pedagogy - m2 part 1LeonardoPrister
This document provides an overview of Module 2 of a training program on pedagogy for NGO staff. The module aims to improve participants' pedagogical skills, communication skills, and understanding of pedagogical methods. It covers topics like standards of effective pedagogy, Bloom's taxonomy, face-to-face courses, and blended learning. The document outlines the module's learning outcomes, content areas, and references resources on concepts like pedagogy, communication models, and supporting NGO staff. It also includes exercises for participants to define pedagogy and discuss teaching methods.
This document summarizes Erviola Konomi's presentation about a project on climate action and STEM education in Albania. The project aims to raise awareness about climate change among students by having them study how climate affects health and how technology and industry contribute to climate change. Students use the scientific method and various research techniques to analyze data and find solutions. The project also encourages sustainable lifestyles and engaging with community leaders. Students created posters and videos to promote changes. The project was recognized in international STEM competitions for highlighting climate change research priorities and environmental conservation.
Similar to GeoCapabilities 3: Social Justice In Geography Teaching Through Powerful Knowledge (20)
The role of Geography in climate education: science and active citizenshipKarl Donert
“Climate change concerns all of us, and everyone can take action for the climate” (European Commission, 2020). Our planet is experiencing significant and accelerated change caused by greenhouse gases emitted by human activities. We are gathering significant scientific data looking to understand and then seek solutions to the issue. The effects of climate are being felt on all continents and are predicted to become more and more intense, with severe consequences for our economies and societies.
To stop climate change from getting worse, the European Commission confirmed we must take urgent climate action so that we can adapt to the changes happening now, and in the future, to limit the damage. The European Commission has established an “Education for Climate” initiative which promotes education for and about climate change as a flagship initiative of the European Education Area. Developing relevant, high-quality teaching in schools will be fundamental for the future.
EUROGEO responded by sharing its experience and expertise in developing and promoting a series of innovative educational projects to help empower teachers and educators to establish active citizenship approaches, embracing scientific studies through geographical education.
This presentation establishes the framework of the EC “Education for Climate” initiative and share the tools and resources generated, including data dashboards and training materials (Teaching the Future project), an e-Book and application (MyEcoTrack), a teacher MOOC using GIS in teaching about climate (GIS-T) a teaching resource gallery (GeoDem), training resources of GEA (Growing into Eco-conscious adults) and an initial teacher education climate curriculum (TECCHED).
GEOLAND Landscape Policy Case Study: FlandersKarl Donert
The vision of GEOLAND is to establish a learning path for the Higher Education students and their professors so that they are able to apply their geospatial analysis knowledge in in decision-making for landscape management, planning and protection of NATURA 2000 sites across Europe.
GEOLAND provides the opportunity to students, citizens and stakeholders to become interested in the definition and implementation of landscape policies and to play an active part in setting sustainability indicators of desirable landscape quality objectives (Landscape Quality Objectives/LQO).
This is a case study of landscape policy in Flanders (Belgium)
The vision of GEOLAND is to establish a learning path for the Higher Education students and their professors so that they are able to apply their geospatial analysis knowledge in in decision-making for landscape management, planning and protection of NATURA 2000 sites across Europe.
GEOLAND provides the opportunity to students, citizens and stakeholders to become interested in the definition and implementation of landscape policies and to play an active part in setting sustainability indicators of desirable landscape quality objectives (Landscape Quality Objectives/LQO).
This is a ;policy briefing on Europe, the Paliament, European Commission and Council of Europe
The vision of GEOLAND is to establish a learning path for the Higher Education students and their professors so that they are able to apply their geospatial analysis knowledge in in decision-making for landscape management, planning and protection of NATURA 2000 sites across Europe.
GEOLAND provides the opportunity to students, citizens and stakeholders to become interested in the definition and implementation of landscape policies and to play an active part in setting sustainability indicators of desirable landscape quality objectives (Landscape Quality Objectives/LQO).
This is a case study of landscape policy in Spain
GEOLAND Landscape Policy Case Study: BulgariaKarl Donert
The vision of GEOLAND is to establish a learning path for the Higher Education students and their professors so that they are able to apply their geospatial analysis knowledge in in decision-making for landscape management, planning and protection of NATURA 2000 sites across Europe.
GEOLAND provides the opportunity to students, citizens and stakeholders to become interested in the definition and implementation of landscape policies and to play an active part in setting sustainability indicators of desirable landscape quality objectives (Landscape Quality Objectives/LQO).
This is a case study of landscape policy in Bulgaria
GEOLAND Landscape Policy Case Study: Greece Karl Donert
The vision of GEOLAND is to establish a learning path for the Higher Education students and their professors so that they are able to apply their geospatial analysis knowledge in in decision-making for landscape management, planning and protection of NATURA 2000 sites across Europe.
GEOLAND provides the opportunity to students, citizens and stakeholders to become interested in the definition and implementation of landscape policies and to play an active part in setting sustainability indicators of desirable landscape quality objectives (Landscape Quality Objectives/LQO).
This is a case study of landscape policy in Greece
This document discusses the importance of using GIS (geographic information systems) in teaching climate change. It notes that the current approach of focusing only on individual mitigation actions is ineffective. GIS should be a core teaching tool as it allows students to visualize climate processes geographically. The document also reviews literature on effective climate education, noting it needs to include alternative visions of the future, accept complexity, incorporate different types of knowledge, focus on justice and collective decision-making, and empower students as agents of change.
EAT is an Erasmus Plus KA2 Project which seeks to address enhancing Equity, Agency, and Transparency in Assessment practices in higher education.
EAT aims to support educators in developing and implementing high quality, innovative assessment practices by use of a research-informed participatory assessment framework (EAT; Evans, 2016).
The project produces a suite of practical resources to support academic staff in developing a student-centred approach to assessment, and to share good practice.
This presentation is part of the training course for higher education teachers, supporting development of learner self regulatory skills through development of a self-regulatory competency framework.
This document discusses the GeoDem project, which aims to connect geography, democracy, European citizenship, and the digital age. It focuses on using geo-technology and open data to empower citizens. The project received a Jean Monnet Award and will address issues like climate change, migration, and the EU Green Deal. It will also work to improve geographic education and digital competencies. The document advocates for teaching geography in European schools to help students understand regional diversity and solidarity, and their place in an interdependent world. It provides examples of themes and learning outcomes for teaching European geography.
A presentation of aims and outcomes of the GeoDem project: Geography democracy, European citizenship in a digital age. The work of EUROGEO is established and the products from the project are described. GeoDem will continue until August 2023.
GeoDem: Geography democracy, European citizenship in a digital age - benchmarkKarl Donert
A presentation introducing the aims of the session on GeoDem, Geograpjhy Democracy and Citizenship in a digital age, held at the EUROGEO conference in Krakow, 27-28 April 2023.
of aims and goals of the GeoDem project: Geography democracy, European citizenship in a digital age. The context of the project is set and the ideas behind the topic and theme continues until October 2023.
This presentation presents a workshop on establishing a benchmark statement about what should be taught about Europe
A presentation about the Balance: green and stable project. The project seeks to create an environment within which Small and Medium Enterprises are able to develop sustainably and thereby increase their efficiency and profitability.
The presentation introduces why SMEs are an important target group. It then explore sustainability policy in the EU and the Green Deal and Green Jobs. It concludes by exploring sustainability management .
This is a presentation introducing the Erasmus Plus ONLIFE Project, prepared as part of first module of the training course developed for teachers and educators.
Since Covid-19 emerged as a pandemic in 2020 many governments around Europe were compelled to take extreme measures of lock down.
As a result, millions of Europeans were forced to stay home for an extended period of time. Unexpectedly all teachers had to teach from home, students continued learning from home and parents had to support their kids becoming in some ways home teachers.
This new reality found most teachers, unprepared to adapt their teaching.
In order to help address this, the ONLIFE project aims to develop a methodology which will support the life adaptability of teachers in the online teaching process in School Education so they can have hybrid competences as teachers.
ONLIFE aims at supporting the European Union priority Digital Educational Action Plan
ONLIFE stands for Empower hybrid Competences for Onlife Adaptable Teaching in School Education in times of pandemic.
The project aims at empowering teachers and school leaders to face the digital transformation of the educational system in time of crisis. Indeed, the goal is to reinforce the schools to provide high quality and inclusive digital education to their students through the development of:
1. A Guidebook “Pattern for enhancing digital technologies in School education
2. A Training course for teaching in School education
3. ONLIFE Learning Paradigm (OLP): Teacher Competences, Methods & Approaches in School education
4. Recommendation and guidelines for School System bodies in providing useful framework instruments to improve teaching quality.
A presentation introducing the concept of Onlife, prepared as part of the Erasmus Plus ONLIFE project examining online education and training.
The information era, along with the technologization process, makes it difficult to avoid the use of technological devices and the hyperconnectivity that they entail. In recent years, advances in technology have generated a considerable and extensive wave of changes and transformations in all areas of life, including the self. In the case of young people, the effects of this hyperconnectivity are being experienced with greater intensity since they are in the middle of their identity development. Hence, digital devices may be influencing the identity definition of our younger generations.
The GEOLAND Project was presented at the United Nations as part of the twelfth session of the United Nations Committee of Experts on Global Geospatial Information Management (UN-GGIM). The meeting was held from 3 – 5 August 2022.
GEOLAND deals with the concepts, data, tools and technologies concerning the monitoring of landscapes based on the rules of the European Landscape Convention (ELC). As a result the project aims to inform and advise students and their professors concerning the policy implications of undertaking landscape monitoring and assessment. GEOLAND will help students and professors to comprehend the problems that arise from heterogeneous applications of ELC and suggest possible solutions to these issues.
The GEOLAND project also seeks to reinforce European Policy in landscape conservation as well as national and local actions regarding the implementation of the European Landscape Convention.
It will seek to provide essential recommendations for policy makers and maintain a dialogue with relevant stakeholders, open for future development. The methodology employed is eventually expected to constitute a road map for relevant studies not only in Europe but also worldwide.
UN-GGIM is the relevant inter-governmental body on geospatial information in the United Nations, UN-GGIM reports on all matters relating to geography, geospatial information and related topics to the United Nations Economic and Social Council (ECOSOC).
GeoDem: Geography democracy, European citizenship in a digital ageKarl Donert
A presentation introducing the aims of the session on GeoDem, Geograpjhy Democracy and Citizenship in a digital age, held at the IGU centenial conference in Paris, July 18th 2022.
of aims and goals of the GeoDem project: Geography democracy, European citizenship in a digital age. The context of the project is set and the ideas behind the topic and theme continues until October 2023.
MyEcoTrack Use Your Voice - Protect the Climate Karl Donert
Despite being a recently more discussed topic, climate protection is still overwhelmingly unclear for most people. Citizens need to actively change their behaviour towards a greener future, so they need to become more aware of the environmental challenges, measures to be taken and lifestyle changes.
This is especially the case for climate education. The My Ecotrack Project aims to provide basic knowledge on climate and environment supporting youth workers who work with young people without any proper climate education.
This presentation is part of a climate Factbook for youth workers which will be published online at https://myecotrack.eu/.
It addresses lifestyle changes we can make to support the drive to net zero.
Climate friendly lifestyle from the My Ecotrack projectKarl Donert
Despite being a recently more discussed topic, climate protection is still overwhelmingly unclear for most people. Citizens need to actively change their behaviour towards a greener future, so they need to become more aware of the environmental challenges, measures to be taken and lifestyle changes.
This is especially the case for climate education. The My Ecotrack Project aims to provide basic knowledge on climate and environment supporting youth workers who work with young people without any proper climate education.
This presentation is part of a climate Factbook for youth workers which will be published online at https://myecotrack.eu/.
It addresses lifestyle changes we can make to support the drive to net zero.
Synopsis Project: training - Guide to specific fundraising tools for cultural...Karl Donert
The SYNOPSIS project concerns Storytelling and Fundraising for Cultural Heritage professionals.
Cultural heritage covers a variety of activities, and a system of values, traditions, knowledge, and lifestyles that characterise society.
The heritage sector has to deal with new challenges and it is therefore necessary to develop new professionalism, able to promote and support cultural heritage as it improves not only the overall economic growth and employment, but also social cohesion and environmental sustainability.
Storytelling and fundraising skills assume a fundamental role in connecting the past to the future. Cultural Heritage storytelling is concerned with “communicating through stories”, creating narratives through which a cultural heritage enters into an emphatic relationship with people, managing to arouse public emotion. The purpose is to engage people to protect, exploit cultural heritage, and support it financially.
This presentation deals with a range of specific tools necessary for fundraising for cultural heritage organisations
Synopsis Project: training - Fundraising Tools - Part 2Karl Donert
The SYNOPSIS project concerns Storytelling and Fundraising for Cultural Heritage professionals.
Cultural heritage covers a variety of activities, and a system of values, traditions, knowledge, and lifestyles that characterise society.
The heritage sector has to deal with new challenges and it is therefore necessary to develop new professionalism, able to promote and support cultural heritage as it improves not only the overall economic growth and employment, but also social cohesion and environmental sustainability.
Storytelling and fundraising skills assume a fundamental role in connecting the past to the future. Cultural Heritage storytelling is concerned with “communicating through stories”, creating narratives through which a cultural heritage enters into an emphatic relationship with people, managing to arouse public emotion. The purpose is to engage people to protect, exploit cultural heritage, and support it financially.
This presentation provides information about the generic tools necessary for developing a fundraising campaign for cultural heritage
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
GeoCapabilities 3: Social Justice In Geography Teaching Through Powerful Knowledge
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
http://www.geocapabilities.org
Social Justice In Geography Teaching
Through Powerful Knowledge
Karl Donert, EUROGEO
Luc Zwartjes, Sint-Lodewijkscollege
eurogeomail@yahoo.co.uk
GeoCapabilities
3
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
Defining Capabilities
• Based on development economics (Amartya
Sen and Martha Nussbaum)
• About functional capabilities
• - freedoms, such as the ability to live to old age,
engage in economic transactions, or participate in
political activities
• agency – individuals having the ability to make real
choices in their life
• Education … geography education makes a
distinctive contribution
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
Phase 1
Developed the concept of ‘Geocapabilities’… EU/US geography teacher
educators. Identified the potential of GeoCapabilities as a conceptual
tool for teachers which could enhance the quality of geography teaching.
Constructed a viable theoretical framework to build on…
Phase 2
Applied GeoCapabilities theory/ framework to teaching Geography …
devised tools for teachers to understand and apply GeoCapabilities in
their professional development and practice.
Created an open access online ‘course’ for teachers including ‘vignettes’
of geographical information and how they could inform ‘curriculum
making’.
Three phases of GeoCapabilities
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
Phase 3
• Develops and extends previous work
• GeoCapabilities 3 seeks to examine ways in which school
geography contributes to developing the capabilities young
people need to live a life that they value
• Examine the practical application of a GeoCapabilities approach,
in schools situated in areas with challenging socio-economic
circumstances
• ‘High need’ communities – where academic achievement is
often sacrificed in terms of pastoral needs of pupils
• Address what this means in geography classrooms
GeoCapabilities
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
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
1. Human capability is deprived or diminished without deep
descriptive ‘world knowledge’ that enables individuals to
extend and deepen their thinking beyond the immediate
‘everyday’ experience
2. Geographical knowledge enables students to appreciate
how places, both near and far, have come to be and how
they might become as a result of the interaction of people
with the physical and built environment.
3. Geographical knowledge is not only descriptive. It is also
explanatory and relational, incorporating perspectives that
‘hold the world together’: place and space, local and global,
people and environment, physical and human.
Lambert , 2014: p.10
GeoCapabilities
7. 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
Student
Experiences
Geography:
the subject
Teacher
Choices
Underpinned
by Key
Concepts
Thinking
Geographically
Which
learning
activity ?
Does this take
the learner
beyond what
they already
know ?
http://www.geography.org.uk/cpdevents/curriculum/curriculummaking/
https://youtu.be/anrkR4Qty7I
Curriculum Making
8. 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
• Evidence-based - Abstract/ theoretical
• Part of a system of thought - dynamic and
evolving (open to challenge)
• Sometimes counter-intuitive (not ‘everyday’
knowledge)
• Based in disciplines (like Geography)
thought of as a ‘future 3’ curriculum (F1 – backward
looking/ static, F 2 – not disciplinary, everyday, too
flexible, F3 – changing, but ‘disciplined’)
What is Powerful Knowledge? PDK
9. 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
GeoCapabilities 3: purpose
• to develop a set of pedagogical principles to
underpin the practical application of PDK in
teaching and learning geography
• to share these outcomes with teachers
working in more challenging school contexts
10. 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
GeoCapabilities 3: purpose
Decided to examine teaching about Migration
1. Research teachers’ understanding
2. Identify the challenges they feel they face in
teaching such knowledge
3. Compare teacher views with a research-led
view of migration studies
4. Co-construct a geography curriculum
5. See in what ways teachers’ thinking changes
over the project
11. 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
Migration – what should be
taught?
What do you think we
should teach about
migration in schools?
You could consider:
Concepts and content
Key skills
Resources
Age groups and progression
12. 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
Why Migration?
• theme in school geography across different countries
• strong social justice themes within the content
• a strong presence in news media – a current ‘hot’ topic.
What new perspectives in academic geography research:
o Changing policy debates
o New foci: e.g Gulf States and SE Asia
o Challenging misconceptions and stereotypes
o Migration as part of broader studies into mobilities
o Border studies
o New methodological approaches: more qualitative e.g
ethnographies, personal narratives, case-study approaches.
13. 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
GeoCapabilities 3: methodology
• semi-structured interviews with geography teachers (from
12 schools across 5 countries)
Interviews related to :
• current curriculum content - what were they already teaching
about migration,
• the challenges of teaching about migration,
• what aspects of teaching about migration specifically
interested the teachers,
• why they felt learning about migration was important and
• did they think students were interested in learning about
migration
two extra workshops were held with Czech and French teachers
Presentation of research and academic paper
14. 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
• Migration a topic in the geography curriculum in all
participating countries
• Mostly a smaller part of large teaching units such as
population, urbanisation, globalisation, regional
studies or multi-cultural issues
• In France it is a theme on its own in the geography
curriculum
• In some countries, such as the Netherlands, France
and Belgium, there is a stronger tradition in the use of
textbooks than in England and the Czech Republic
Research Outcomes
15. 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
Specific topics to be taught (mentioned by a majority of
teachers) included:
• international migration flows; push and pull model;
• migration and its influence on population growth,
• composition, distribution and diversity;
• EU policies and migration; forced migration, refugees;
• urbanisation (in the majority world ) and big cities;
• migrants in society (integration, representation,
remittances)
Research Outcomes
16. 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
Specific skills related to teaching migration
included:
• working with maps, flows and data
• the use of different (media) sources
representing different perspectives on
migration
• migration stories
Research Outcomes
17. 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
Teaching of migration in the participating schools
is underpinned by four concepts associated with
social justice:
1. agency,
2. distributive justice
3. relational justice
4. mutuality and (mis) recognition
Research Outcomes
18. 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
• ‘someone who acts and brings about change,
and whose achievements can be judged in
terms of their own values and objectives,
whether or not we assess them in terms of
some external criteria as well.’ (Sen 1999)
• both individual and/or collective ability to act
independently and exercise free choice
Research Outcomes: Agency
19. 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
• Teachers under pressure to get exam results
“We use the textbook in a quite traditional way,
there is a lot of pressure and lack of time to
develop our own teaching materials.
We really would like to do some more of that and
link the teaching on migration better to the
background of our students and their
neighbourhoods.” (NL)
Research Outcomes: Agency
20. 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
• Teachers concerned about how to deal with
their own attitudes and values in the context of
teaching a controversial topic
“In your role as a teacher you have to be so
politically neutral. The kids are always itching to
know what you think and I think it’s a very dicey
situation to find yourself in….” (UK)
Research Outcomes: Agency
21. 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
SOLUTION – what teachers do
• Teachers deal with distant places
• Avoid discussion and debate
BUT FEEL THEY NEED TO
• Help break down basic stereotypes about
migrants and migration
• Encourage students to reflect more critically
Research Outcomes: Agency
22. 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
BIGGEST CHALLENGE
• Where to get good reliable information
“The biggest problem is in finding actual data and
information on what is happening with migrant workers
or temporary asylum seekers in the EU. What is the
success of integration, what is the success rate of
returning rejected asylum seekers? Students sometimes
find it difficult to break down the basic stereotypes that
come from families and the lack of specific information.
Part of my teaching is more about disinformation and
their function in society.” (CZ)
Research Outcomes: Agency
23. 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
• A society where material and non-material
goods, including education, are distributed
fairly to members of a society (Gewirtz 1998)
- students lack opportunities to access
information other than that presented in school….
for example, access to ICT to support more
independent learning is restricted. (NL, UK)
Outcomes: Distributive justice
24. 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
- textbooks give over-simplified messages about
‘poor neighbourhoods, lack of safety, and lack
of social cohesion in relation to its (migrant)
inhabitants’ (NL, UK)
- teaching migration is from a more ‘quantitative
approach’ (FR)
- migration is so complex some students really
struggle to understand even basic concepts
(NL, CZ, UK, BE)
Outcomes: Distributive justice
25. 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
• ‘human relationships at the core of human life’
(Giraud et al. 2013)
- students lack cultural capital in relation to
migrants and migration (FR, UK)
“They don’t have exposure to different groups of
people and places, even the positive things about
migration.” …. “and they have no awareness of
how different cultures affect the music they listen
to and their daily life” (UK)
Outcomes: Relational justice
26. 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
“The issue is how to deal with the stereotyping of
migrants in a class with migrant students” (NL)
- teaching about migration in a relational
context could build greater levels of
understanding and empathy with the complex
choices and decisions many migrants are
forced to make
Outcomes: Relational justice
27. 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
• refers to the ways in which individuals and
groups are mutually dependent on each other
in a socially just society
• balance the rights and responsibilities of the
individual with those of communities
Real challenge to mutuality are the negative
attitudes and values the students bring with
them from home to school
Outcomes: Mutuality
28. 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
“I’ve been really uncomfortable with some of the views
the kids are expressing, even from those from recent
migrant families themselves – it’s bizarre and I don’t get
it, particularly as they live in London. I think they must be
getting these views from their parents.
Views like – ‘there’s not enough jobs, we should send
them home….there’s not enough hospital beds, we
should send them home’ and I’ll ask ‘who’s home is
this?” (UK)
Outcomes: Relational justice
29. 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
• tension between listening to students whilst
challenging their misconceptions
“…. for the sake of their opinion, you must be careful…
when there are problems (prejudice): some pupils can be
very aggressive when you confront them with other
opinions.” (BE)
Teachers say ‘how to teach a controversial issue in
these challenging circumstances’?
Outcomes: Relational justice
30. 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
Teachers see migration as an important topic in
geography education - helps students to learn to
think geographically
They want to help students to better understand
the benefits migration brings to places and the
ways in which migrant communities contribute
economically and culturally to the place-making
process
Conclusions
31. 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
A collaborative approach to curriculum making
Teachers working with academic geographers
with expertise in migration studies, to develop,
edit and refine the migration aspect of the school
geography curriculum
Bridge the school-university divide
Aim to engage students to think for themselves
Rooted in Powerful Disciplinary Knowledge
Conclusions
32. 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
• print and online toolkit
• target geography teachers working in schools
in challenging circumstances
• supporting them in adopting a GeoCapabilities
approach for social justice
• with resources, materials, training and case
studies
GeoCapabilities 3 toolkit
33. 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
http://www.geocapabilities.org
What kind of toolkit?
34. 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
Our thanks especially to David Mitchell (UCL),
Tine Beneker (Utrecht), Martin Hanus (Prague),
Caroline Leininger (Paris Diderot)
Final Words