Teaching geography for social transformation

Jane Wellens*, Andrea Berardi, Brian Chalkley, Bill Chambers, Ruth Healey, Janice Monk, Jodi Vender

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

35 Citations (Scopus)

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.

Original languageEnglish
Pages (from-to)117-131
Number of pages15
JournalJournal of Geography in Higher Education
Volume30
Issue number1
DOIs
Publication statusPublished - Mar 2006
Externally publishedYes

Keywords

  • Geography curriculum
  • Inequality
  • Social change
  • Teaching for social transformation

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