A Capabilities Approach to Higher Education: Geocapabilities and Implications for Geography Curricula

Autor/inn/en	Walkington, Helen; Dyer, Sarah; Solem, Michael; Haigh, Martin; Waddington, Shelagh
Titel	A Capabilities Approach to Higher Education: Geocapabilities and Implications for Geography Curricula
Quelle	In: Journal of Geography in Higher Education, 42 (2018) 1, S.7-24 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Walkington, Helen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2017.1379060
Schlagwörter	Higher Education; Geography Instruction; Competency Based Education; Discourse Analysis; Educational Practices; Case Studies; Teaching Methods; Learning Strategies; Imagination; Ethics; Critical Thinking; Spatial Ability; Faculty Development; Place Based Education; Behavioral Objectives; Participatory Research; Neoliberalism; Foreign Countries; United Kingdom (England); Canada; China; Ireland; Portugal; Singapore; Spain; United Kingdom (Wales); United States + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Geography education; Geography lessons; Geografieunterricht; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Diskursanalyse; Bildungspraxis; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ethik; Kritisches Denken; Räumliches Vorstellungsvermögen; Forschungstätigkeit; Neo-liberalism; Neoliberalismus; Ausland; Kanada; Irland; Singapur; Spanien; USA
Abstract	A geographical education offers more than skills, subject knowledge and generic attributes. It also develops a set of discipline-specific capabilities that contribute to a graduate's future learning and experience, granting them special ways of thinking for lifelong development and for contributing to the welfare of themselves, their community and their world. This paper considers the broader purposes and values of disciplinary teaching in contributing to individual human development. Set in the context of recent debates concerning the role of the university and the neo-liberalisation of higher education this paper explores approaches to developing the geography curriculum in ways that re-assert the educational value of geographical thinking for students. Using international examples of teaching and learning practice in geography, we recognise five geocapabilities: use of the geographical imagination; ethical subject-hood with respect to the impacts of geographical processes; integrative thinking about society-environment relationships; spatial thinking; and the structured exploration of places. A capabilities approach offers a productive and resilient response to the threats of pedagogic frailty and increasingly generic learning in higher education. Finally, a framework to stimulate dialogue about curriculum development and the role of geocapabilities in the higher education curriculum is suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01