Is geography lost? Curriculum policy analysis: finding a place for geography within a changing primary school curriculum in the Republic of Ireland

Usher, Joe

doi:10.1080/03323315.2019.1697945

Cited by 10 publications

(3 citation statements)

References 38 publications

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“…This is certainly the case with the Covid-19 pandemic which has had a direct impact on everyone's lives both globally and locally, to varying degrees (see Figure 1). Usher (2020) argues that geography needs to be seen as relevant by pupils, teachers, policymakers and the public at large, where meaningful geography education with tangible links to the real world can be delivered. The extraordinary circumstances surrounding Covid-19 provide an opportunity to illustrate the importance and relevance of geography education.…”

Section: Personal Everyday Geographies: Covid-19mentioning

confidence: 99%

Covid-19: teaching primary geography in an authentic context related to the lived experiences of learners

Usher

Dolan²

2021

Irish Educational Studies

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The Covid-19 pandemic is an unanticipated event that has exposed human fragility in an interconnected and interdependent world. While impacts are of a global magnitude, they have been felt at the most local of levels. Across the world pupils' daily lives and experiences have been directly impacted by government-imposed measures and restrictions taken to address the pandemic. Existing research on the teaching of primary geography in Ireland, although both dated and limited, indicates the prevalence of didactic, textbook-based methods involving rote-learning. This points to a policy-practice gap whereby teaching methods are not aligned with those advocated by the curriculum. Primary teachers and student primary teachers have been found to hold knowledge-based encyclopaedic images of geography, failing to recognise the subject's relevance to the real-world lived experiences of pupils. This paper frames the Covid-19 as an authentic learning experience that can form the foundation for effective geography education. Pupils learn best and are more motivated to engage in a problem or issue that affects them or that they are connected to. By investigating Covid-19 through geography in the primary classroom, this paper argues that both pupils and teachers can recognise the relevance of geography to their lives and the wider world.

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Section: Personal Everyday Geographies: Covid-19mentioning

confidence: 99%

Covid-19: teaching primary geography in an authentic context related to the lived experiences of learners

Usher

Dolan²

2021

Irish Educational Studies

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“…A study of the literature revealed many of the challenges facing schools as they work to adopt a blended learning approach to teaching and learning. A lack of technological skills on the part of teachers and learners has prevented the integration of technology in the educational milieu (Ankiewicz 2020;Usher 2020). In an effort to resolve this hindrance, literature suggests that training in online skills should start with teachers at training colleges, prior to technology education being introduced in schools (Adov & Maeots 2021; Barbour et al 2011;Winter et al 2021) Another challenge is the lack of access to the internet and data, especially among poor communities.…”

Section: Adoption Of a Blended Learning Approach To Improve The Teach...mentioning

confidence: 99%

Technological literacy and its influence on teachers’ adoption of a blended learning approach

Teane

2024

Reading & Writing

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Background: The teachers in one sub-district in the North West province lacked technological knowledge and skills thus did not adopt a blended learning approach in their daily teaching. A partnership between the University of South Africa (Unisa) and schools in the district was forged to train teachers to acquire technological knowledge and skills.Objectives: To identify which online tools Unisa imparted to teachers, investigate how the acquired skills and knowledge helped teachers to adopt a blended learning approach and find out challenges that go with the application of technology.Method: Data were obtained through observation, one-on-one individual interviews and focus group discussions.Results: The Unisa training helped develop teachers’ knowledge and skills in the use of TEAMS, Emails, WhatsApp, you tube and the electronic content- material. Teachers gave learners the electronic content (presentation slides and You-videos, question banks) for revision purposes. During the outbreak of coronavirus disease 2019 (COVID-19) learners were given work to do while at home using WhatsApp.Conclusion: The article concludes by indicating that partnerships between schools and institutions of higher learning are a necessity to empower teachers on the use of technology which will lead to the use of a blended learning approach.Contribution: The article adds to the body of knowledge by indicating the need for retraining of teachers especially on technological skills to prepare them for 4th Industrial Revolution and meet the needs of the new cohort of learners-born after technology.

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“…Textbooks and the delivery of the Irish PGC Research pertaining to the teaching of primary geography in Ireland is limited and somewhat dated. No large-scale review of the PGC has been undertaken since its introduction in 1999 (Usher 2020). In her qualitative research study into primary school pupils' definitions and descriptions of geography (N = 186), Pike (2006) found that limited pedagogical approaches including rote-learning and textbookbased teaching dominated pupils' learning experiences pertaining to the current PGC.…”

Section: Cmce and Primary Geography Education In Irelandmentioning

confidence: 99%

Africa in Irish Primary Geography Textbooks: developing and applying a Framework to investigate the potential of Irish Primary Geography textbooks in supporting Critical Multicultural Education

Usher

2021

Irish Educational Studies

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When pupils learn geography they are extending their world view and reshaping it. This paper analyses representations of Africa and African countries and cultures in Irish primary geography textbooks and assesses to what extent these textbook portrayals facilitate or repress multicultural education, specifically critical multicultural education (CMCE). Here, this paper argues that primary geography can and should play a critical role in challenging societal issues of inequality, racism, prejudice and stereotypes, particularly pertaining to perspectives of the 'Other'. This paper devises a framework for critical multicultural geography education (CMCGE) and applies this to Irish primary geography textbooks. While some textbooks can demonstrate capacity in fostering multiple perspectives, appreciation for diversity, development of critical thinking and enquiry, and making connections; in the main, textbooks present stereotypical, oversimplified accounts of issues, peoples and places which can result in feelings of superiority amongst dominant groups and more entrenched feelings of 'Otherness' amongst minority groups.

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Is geography lost? Curriculum policy analysis: finding a place for geography within a changing primary school curriculum in the Republic of Ireland

Cited by 10 publications

References 38 publications

Covid-19: teaching primary geography in an authentic context related to the lived experiences of learners

Covid-19: teaching primary geography in an authentic context related to the lived experiences of learners

Technological literacy and its influence on teachers’ adoption of a blended learning approach

Africa in Irish Primary Geography Textbooks: developing and applying a Framework to investigate the potential of Irish Primary Geography textbooks in supporting Critical Multicultural Education

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