Teaching powerful geographical knowledge – a matter of social justice: initial findings from the GeoCapabilities 3 project
Teaching powerful geographical knowledge – a matter of social justice: initial findings from the GeoCapabilities 3 project
复制标题
教授强大的地理知识——事关社会正义：GeoCapabilities 3 项目的初步发现
DOI：
10.1080/10382046.2020.1749756
复制
发表时间：
2020
影响因子：
1.8
通讯作者：
K. Donert
中科院分区：
文献类型：
--
作者：
M. Biddulph;T. Béneker;David Mitchell;Martin Hanus;C. Leininger;L. Zwartjes;K. Donert
摘要GeoCapabilities提供了一种为儿童解锁强大学科知识（PDK）的方法。在该项目的第三阶段，我们正在探索GeoCapabilities在具有挑战性的社会经济环境中为社区服务的教师“工作”的程度。从理论上讲，我们将地理能力与教育中的社会正义联系起来。然后，使用迁移的主题，我们讨论了教师如何理解PDK和教学PDK的挑战的初步实证研究结果。教师和学者之间的合作表明，地理能力的社会正义层面可以实现，与教师的适当支持。最后，我们总结了一系列原则，为GeoCapabilities的未来工作提供信息。
Abstract GeoCapabilities offers an approach for unlocking powerful disciplinary knowledge (PDK) for children. In phase three of the project, we are exploring how far GeoCapabilities ‘works’ for teachers serving communities in challenging socio-economic circumstances. We connect GeoCapabilities to social justice in education, theoretically. Then, using the topic of migration, we discuss initial empirical findings of how teachers understand PDK and their challenges for teaching PDK. Collaborative work between teachers and academics suggests that the social justice dimension of GeoCapabilities could be realised, with appropriate support for teachers. We conclude with a set of principles to inform the future work of GeoCapabilities.
影响因子：
3.9
作者：
Hopkins P
通讯作者：
Hopkins P