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ERIC Number: EJ1084800
Record Type: Journal
Publication Date: 2015
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0309-8265
Geographic Contributions to Institutional Curriculum Reform in Australia: The Challenge of Embedding Field-Based Learning
Lloyd, Kate; Howitt, Richard; Bilous, Rebecca; Clark, Lindie; Dowling, Robyn; Fagan, Robert; Fuller, Sara; Hammersley, Laura; Houston, Donna; McGregor, Andrew; McLean, Jessica; Miller, Fiona; Ruming, Kristian; Semple, Anne-Louise; Suchet-Pearson, Sandie
Journal of Geography in Higher Education, v39 n4 p491-503 2015
In the context of continuing pressures from managerialist and neoliberal drivers of university reform in Australia, Macquarie University's recent undergraduate curriculum innovation, based on "People," "Planet," and "Participation," has resulted in the embedding and integration of experiential learning in its curriculum and institutional framework. Such an approach challenges academic and administrative staff, students, and partners in industry, the community and public sector settings, to engage and collaborate across significant boundaries. This article outlines the scope and nature of the curriculum reform, then considers the way geographers have both shaped and responded to the opportunities it created. In so doing, it proposes a number of challenges and recommendations for geographers who might seek to extend their longstanding commitment to field-based learning through similar reforms. In this regard, the discipline of geography and its tendency to engage with the "field" can offer much in fostering deeply transformative learning.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A