Being bird and sensory learning activities: Multimodal and arts-based pedagogies in the ‘Anthropocene’

Windsor, Sally; Sanders, Dawn

doi:10.1080/00131857.2022.2088353

Cited by 1 publication

(1 citation statement)

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“…While science and geography go hand in hand with a distinctive role in sustainability education, other knowledge domains have much to contribute too. Without exhaustively listing these, languages, history and the arts (Windsor and Sanders 2023) have an important place in sustainability education. Across all of these disciplines (in our case school subjects), the goal is to foster citizens who have the knowledge and the thinking skills to be action competent for their lives in the future.…”

Section: Geography's Critical Role For a More Sustainable Futurementioning

confidence: 99%

School Geography’s Critical Role for a More Sustainable Future: Powerful Knowledge and Praxis

Windsor,

Kriewaldt

2023

Social Sciences

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In this theoretical article we draw on the concepts of powerful knowledge and powerful pedagogies to argue that the school geography curriculum is key to developing structured teaching programmes for students to extend their knowledge and actions for a sustainable future. We argue that geography education uniquely opens up opportunities for action with its focus on place-based, sensory and multimedia experiences, that centre on students’ schools and their communities. This article posits that, although important, merely identifying geographical powerful knowledge is not enough, teachers must also incorporate geographical “powerful pedagogies”. Geography, as a discipline, holds a critical role when it comes to sustainability and education for the future as it makes the links between people and the environment clearly visible. Yet for Geography to be a discipline that empowers students to navigate their current and future life-worlds, it must encompass action through fieldwork and incorporate dialogue between students, teachers, experts and the public that focus on perspectives and possibilities for praxis—action for the good of humankind. This article situates geography education in the powerful knowledge debate by offering a new synthesis of theories connecting curriculum, practice architectures and praxis/action for the future.

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Section: Geography's Critical Role For a More Sustainable Futurementioning

confidence: 99%