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Teaching geography for social transformation
Wellens, Jane Berardi, Andrea Chalkley, Brian Chambers, Bill Healey, Ruth L. Monk, Janice Vender, Jodi
Wellens, Jane
Berardi, Andrea
Chalkley, Brian
Chambers, Bill
Healey, Ruth L.
Monk, Janice
Vender, Jodi
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Editors
Other Contributors
EPub Date
Publication Date
2011-01-13
Submitted Date
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Abstract
This paper considers how higher education geography is a discipline that can make a
significant contribution to addressing inequality and engaging with the agenda for social change. It
adopts the view that the teaching of geography can promote social transformation through the
development of knowledge, skills and values in students that encourage social justice and equity. The
paper explores how teaching about social transformation is closely interlinked with teaching for
social transformation and considers some of the pedagogical approaches that might be used to
achieve these. It considers how the lack of diversity of higher education geography teachers impacts
on these issues before moving on to consider how the nature of different higher education systems
supports or constrains geographers’ abilities to teach for social transformation. Finally, the paper
ends by asking individuals and geography departments to consider their commitment to teaching for
social transformation.
Citation
Wellens, J., Berardi, A., Chalkley, B., Chambers, B., Healey, R., Monk, J., & Vender, J. (2011). Teaching geography for social transformation. Journal of Geography in Higher Education, 30(1), 117-131. https://doi.org/10.1080/03098260500499717
Publisher
Taylor & Francis
Journal
Journal of Geography in Higher Education
Research Unit
DOI
10.1080/03098260500499717
PubMed ID
PubMed Central ID
Type
Article
Language
Description
Series/Report no.
ISSN
EISSN
1466-1845