Perspektiven für eine konzeptionelle Orientierung der Bildungsgeographie
Perspektiven für eine konzeptionelle Orientierung der Bildungsgeographie
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地理教育方向的视角
DOI：
10.5194/gh-70-75-2015
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
H. Jahnke
中科院分区：
文献类型：
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作者：
Tim Freytag;H. Jahnke
抽象。教育已成为许多国家社会和政治辩论的中心议题。在国际比较研究以及国家教育机构排名的影响下，人们越来越认识到正规教育基础设施和进程的社会和区域不平等。本文对德国的地理教育研究进行了回顾，并对今后的地理教育研究进行了展望。主要目的是沿着人文地理学的关键概念和观点，重组德国教育地理学领域。第一部分在简单介绍后，论述了教养的概念及其转变。下一章概述了德语教育地理学的主要研究方向。在最后也是最广泛的一部分中，人文地理学的六个关键概念被指出为适当的参考点，以评估教育地理学领域现有和未来的研究活动。
Abstract. Education has become central to the social and political debates in many countries. Under the influence of comparative international studies as well as national rankings of education institutions there is a growing awareness for social and regional inequalities of formal education infrastructure and processes. This article focuses on the geographical education research in Germany by reviewing existing research work on the one hand and opening perspectives for future studies in geography of education on the other. The main aim is to restructure the field of German Bildungsgeographie (geography of education) along key concepts and perspectives from human geography. After a brief introduction, the first part discusses the concept of Bildung (education) and its transformation. The following chapter sketches the major lines of research in geography of education in the German-speaking context. In the last and most extensive part six key concepts from human geography are pointed out as suitable reference points to situate existing and future research activities in the field of geography of education.