Research, Pedagogy, and Instrumental Geography
Research, Pedagogy, and Instrumental Geography
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研究、教育学和仪器地理学
DOI：
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发表时间：
2000
期刊：
影响因子：
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通讯作者：
Richard D. Heyman
中科院分区：
文献类型：
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作者：
Richard D. Heyman
本文从历史的角度对“大学公司化”进行了分析，认为作为政治实践场所的课堂在主流地理学中一直被忽视，而课堂正是这种“公司化”受到挑战的关键场所。地理学家花费了大量的精力来研究和分析新的方法，但没有充分解决知识生产和教学之间的联系。本文试图将激进的教学实践问题纳入地理学的主流讨论中，展示知识如何在世纪主要以工具主义的方式被看待，并展示最近对实证主义的挑战如何为更复杂的主题讨论打开大门。本文认为，通过这样做，我们将更好地装备，以捍卫我们的教室，更能够促进教学，重要的激进geographers-social正义，关键的公民，和参与式民主。
Taking an historical approach to the “corporatization of the university,” this paper argues that the classroom as a site of political praxis has been neglected in mainstream geography and is a crucial place where such “corporatization” can be challenged. Geographers have expended much energy working out new methods of research and analysis, but have not adequately addressed the link between knowledge production and pedagogy. This paper attempts to bring questions of radical pedagogic practices into mainstream discussions in geography by showing how knowledge came to be viewed primarily in instrumentalist terms during the nineteenth century, and by showing how recent challenges to positivism can open the door to more sophisticated discussions of the topic. The paper argues that by so doing, we will be better equipped to defend our classrooms and more able to promote teaching that matters to radicalgeographers—social justice, critical citizenship, and participatory democracy.