Creating stories of educational change in and for geography: what can we learn from Bolivia and Peru?
Creating stories of educational change in and for geography: what can we learn from Bolivia and Peru?
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创造地理教育变革的故事：我们可以从玻利维亚和秘鲁学到什么？
DOI：
10.1080/00167487.2023.2217629
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发表时间：
2023
期刊：
影响因子：
1.4
通讯作者：
Healy G
中科院分区：
文献类型：
--
作者：
Healy G
本文将探讨在当代地理学术中嵌入教育产出的潜力，为学校教师的课程思考和学术地理学家的影响途径提供学科资源。特别是，本文将借鉴两个项目，以显示经验的深度，可以通过开发资源，让教师和学生深入了解地方的特殊性（在这种情况下，玻利维亚和秘鲁）通过对地理知识的共同生产的重点可持续发展议程。本文结合地理学家的研究成果，探讨了环境正义与可持续发展的关系，并对地理教师的课程决策有重要的指导意义。它还重塑了土著领导人和其他拥有当地环境第一手经验的人在复杂决策和冲突中处于最前沿的专业知识，以确定可持续发展的轨迹。
This article will explore the potential for embedding education outputs within contemporary geographical scholarship to provide a disciplinary resource for school teachers’ curriculum thinking and pathways to impact for academic geographers. In particular, the article will draw upon two projects to show the empirical depth that can be achieved by developing resources that give teachers and students insight into the particularities of places (in this case Bolivia and Peru) in relation to sustainable development agendas via a focus on the coproduction of geographical knowledge. Through engaging with research pursued by geographers, this article sheds light on the relationship between environmental justice and sustainable development, which can play an important role in shaping geography teachers’ curricular decision-making. It also recasts expertise where Indigenous leaders and others with first-hand experience of their local environment are at the forefront of complex decisions and conflicts to determine trajectories of sustainability.
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