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Lambert, David – Journal of Geography, 2018
The purpose of this short article is to offer a critical perspective on Larsen and Harrington's ambitious and stimulating review article. It does so by drawing a distinction between teaching and learning and discussing how progression metaphors for describing the latter can distort the moral purpose of the former. My response to the provocation…
Descriptors: Place Based Education, Geography Instruction, Teaching Methods, Articulation (Education)
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Whyatt, Duncan; Clark, Gordon; Davies, Gemma – Journal of Geography in Higher Education, 2011
Geographical information systems (GIS) are in tune with the current ethos of higher education because of their perceived vocational value. However, it is particularly difficult to teach GIS vocationally. This paper critiques the claim of vocationalism. The authors use an innovative method of evaluating a module that enlists its alumni to reflect…
Descriptors: Foreign Countries, Geographic Information Systems, Higher Education, Spatial Ability
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Moran, Dominique; Round, John – Journal of Geography in Higher Education, 2010
In the 20 years since the fall of the Berlin Wall, teaching post-socialist transition to undergraduate students has become increasingly challenging. This paper relates the development, planning and operation of a fieldwork module in Moscow, for Year Three geography undergraduates. It argues that "on-street" teaching and imaginative use…
Descriptors: Foreign Countries, Undergraduate Students, Geography Instruction, Field Experience Programs
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Pain, Rachel – Journal of Geography in Higher Education, 2009
This commentary reflects on the key themes and goals of this symposium. It contextualizes the relationship between participatory action research (PAR) and teaching in the increasingly popular field of critical action-oriented geography. It considers a number of benefits to student learning from engagement with PAR, drawing on the papers in the…
Descriptors: Conferences (Gatherings), Action Research, Participatory Research, Critical Theory
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Chatterton, Paul – Journal of Geography in Higher Education, 2008
This paper is about how the transformatory pedagogical practice of popular/liberatory education can be further articulated within geography. It is based on the experiences of a third-year undergraduate course, "Autonomous Geographies", in which the author developed some of the core values of popular education, namely engaging with…
Descriptors: Popular Education, Freedom, Geography, Social Change
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Selby, David – Journal of Geography in Higher Education, 2006
This paper employs academic and parable forms to evaluate critically the strengths and weaknesses, potentials and lacunae of education for sustainable development (ESD) and other sustainability-related educations. The meteoric rise to prominence of ESD is first briefly reviewed, as is the firm ground it now stands upon as an international and…
Descriptors: Sustainable Development, Environmental Education, Ethics, Criticism
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Le Heron, Richard; Baker, Richard; McEwen, Lindsey – Journal of Geography in Higher Education, 2006
What might geography in "the universities" look like if geographers seriously confronted the growing dichotomy between research and teaching? This challenge goes to the heart of "the university" as a site of learning. The authors argue that the globalizing character of higher education gives urgency to re-charting the…
Descriptors: Geography, Higher Education, Cooperative Learning, Educational Environment
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Scott, William; Gough, Stephen – Journal of Geography in Higher Education, 2006
In response to the various calls for sustainable development, a range of activities has been initiated by central and local government, business, NGOs and other institutions. In this paper, the authors focus on the important learning context of higher education. They review the agenda established at Rio and, through a critical examination of…
Descriptors: Foreign Countries, Sustainable Development, Higher Education, Curriculum Development
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Healey, Mick – Journal of Geography in Higher Education, 1998
Argues that developing and internationalizing discipline-based networks are effective ways to develop and disseminate good practices in learning and teaching, and to promote the structures necessary for accomplishing these networks. Calls on geographers in other countries to develop educational networks and suggests that all geographical networks…
Descriptors: Communication (Thought Transfer), Educational Resources, Educational Strategies, Foreign Countries
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Cooke, R. U. – Journal of Geography in Higher Education, 1998
Discusses the development of effective teaching methods in geography and asks how the field stands in terms of the current movement toward enhanced quality of teaching and learning. Argues that the best way to promote quality teaching is to give the best researchers the training and means to reach students. (DSK)
Descriptors: Classroom Techniques, Educational Policy, Foreign Countries, Geography Instruction
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Farrington, John – Journal of Geography in Higher Education, 2000
Reviews the benchmark statements of the Quality Assurance Agency for Higher Education in the United Kingdom. States that overall the statement gives a positive view of the geography discipline and can be regarded as a constructive exercise worthy of adoption. Discusses two challenges that emerged. (CMK)
Descriptors: Academic Standards, Benchmarking, Degrees (Academic), Educational Quality
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Coyne, John – Journal of Geography in Higher Education, 1984
In the United Kingdom the intensive study of major regions in college level geography courses has declined in importance, and multidisciplinary area studies courses have become popular. In some, geography has played a major part; in others, it is insignificant or absent. Geoaphers should become more involved in area studies. (Author/RM)
Descriptors: Area Studies, Comparative Education, Educational Needs, Educational Practices
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Unwin, Tim – Journal of Geography in Higher Education, 1990
Argues that criteria for grading essay questions in geography examinations must be explicit and must reflect the kinds of knowledge and abilities sought after in British undergraduate geography courses. Proposes evaluative criteria designed to encourage and assess critical thinking. Enjoins other geographers to further the debate. (CH)
Descriptors: Critical Thinking, Educational Objectives, Essay Tests, Evaluation Criteria
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Lewis, G. Malcolm – Journal of Geography in Higher Education, 1982
Describes college geography curriculum in the United Kingdom as the core at the center of interacting forces which is influenced by, and is capable of influencing, six major sectors of society. The balance between these forces and their susceptibility to change is examined. (Author/AM)
Descriptors: Comparative Education, Foreign Countries, Geography Instruction, Higher Education