Teaching Geography for Social Transformation

Abstract

This paper considers how higher education geography is a discipline tluit cun make a significant contribution to addressing inequality ami 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 ahout .social transformation is closely interlinked with teaching for social tran.sfonnation and considers some of the pedagogical upproaciies that might he used to achieve these. It considers iiow the lock oJ diversity of higher education geogruphy teachers impacts on these issues before moving on to consider how the nature of different higher education systems supports or constrains geogruplwrs' abilities to teach for social transformation. Finally, the paper ends by asking individuals and geography departtnents to consider their commitment to teaching for social transformation.

The Power of Debate: Reflections on the Potential of Debates for Engaging Students in Critical Thinking about Controversial Geographical Topics

“…The debate activity discussed here supports the development of critical thinking skills, but also has the potential to support critical engagement, along the lines suggested by Hay (2001). Teaching which offers students the opportunity for critical reflection on the wider world may have long lasting impacts on their views and the potential for social transformations potential (Castree, 2000;Cook, 2000;Wellens et al, 2006). This paper argues for the value of debate in teaching geography in higher education.…”

Video Documentaries in the Assessment of Human Geography Field Courses

“…In the process, teaching itself can become a transformative process, in which there is a commitment to creating social change (Wellens et al, 2006) as well as individuals who are well-equipped to lead and shape the world of the future.…”

Getting Beyond the “God Trick”: Toward Service Research

“…Engaging in this way requires us to be self-reflexive and critical, not only in our actions but in our writing and publication of research results. We take inspiration for these changes in research practice from the established traditions of service learning within our institutions (Wellens et al 2006).…”