By David Lambert, Paul Machon
This e-book finds the possibility of geography to have interaction with citizenship. It provides:
- theoretical signposts within the kind of brief, digestible factors for key rules reminiscent of racism, values, identification, neighborhood and social exclusion
- a variety of inset actions 'for additional thinking'
- a critique of the self-discipline and the pitfalls to prevent in instructing citizenship via geography
- practical instructing suggestions.
All the contributions to this beneficial e-book aspect to the potential of geography to interact with citizenship, values, schooling and other people - atmosphere decision-making, on scales that variety from the neighborhood to the worldwide. It deals optimistic and direct how one can get entangled within the pondering that needs to underpin any precious citizenship schooling, for all skilled lecturers, pupil academics, heads of division, curriculum managers, principals and policy-makers.
Read or Download Citizenship Through Secondary Geography (Citizenship in Secondary Schools) PDF
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Extra resources for Citizenship Through Secondary Geography (Citizenship in Secondary Schools)
Anon. (1858) ‘The importance of domestic economy’, Educational Record 4: 117. Anon. (1934) ‘Citizenship as a school subject’, Times Educational Supplement 11 August: 269–70. Anon. (1940) ‘Too wide a loyalty’, Times Educational Supplement 13 April: 135. Anon. (1946) ‘World citizenship conference’, Schoolmaster and Woman Teacher’s Chronicle 3 January: 6. Barker, E. (1937) The Citizen’s Choice, Cambridge: Cambridge University Press. Batho, G. (1990) ‘The history of the teaching of civics and citizenship in English schools’, Curriculum Journal 1, 1: 91–100.
The root of this can be captured in the obvious tension in teaching for an active, critical and assertive citizenry in a classroom, school or college that is likely to be organised as an authoritarian hierarchy. This difﬁculty has echoes in the subject matter: Whose geography are we teaching? Does it encourage acquiescence or promote activity? Does it underpin some status quo or encourage personal involvement? Does it leave alone or have the potential to change lives? We think that this book is hugely reassuring about the rewards for letting 8 David Lambert and Paul Machon go of restrictive practices in our classrooms and for evolving our subject matter.
Good world citizens Another mission of citizenship education, fervently argued following the First World War, was that of making good world citizens. The concept had already been evident in the pre-war campaigning of bodies such as the Friends’ Guild of Teachers and the School Peace League, representatives of a peace movement that could be traced back to the early years of the nineteenth century (Beales, 1931). Pollard looked to geography to awaken minds to the idea that other countries had great literary ﬁgures, military leaders, missionaries and explorers, and so on: ‘a host of fertile topics await the broadminded geographer’ (1910: 19).