Powerful Geographical Knowledge Is Critical Knowledge Underpinned by Critical Realism

Autor/in	Huckle, John
Titel	Powerful Geographical Knowledge Is Critical Knowledge Underpinned by Critical Realism
Quelle	In: International Research in Geographical and Environmental Education, 28 (2019) 1, S.70-84 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1038-2046
DOI	10.1080/10382046.2017.1366203
Schlagwörter	Critical Theory; Realism; Educational Philosophy; Teacher Role; Constructivism (Learning); Social Theories; Knowledge Base for Teaching; Social Justice; Student Development; Personal Autonomy; Sustainability; Citizenship Responsibility; Empowerment; Geography Instruction; Futures (of Society); Curriculum Development; Global Approach + Suchen Sie Ihr Suchwort? Kritische Theorie; Realismus; Bildungsphilosophie; Erziehungsphilosophie; Lehrerrolle; Gesellschaftstheorie; Teaching theory; Theory of teaching; Unterrichtstheorie; Soziale Gerechtigkeit; Individuelle Autonomie; Nachhaltigkeit; Geography education; Geography lessons; Geografieunterricht; Future; Society; Zukunft; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Globales Denken
Abstract	Geographical knowledge is powerful if it is critical and empowering. This article develops this argument with reference to the philosophy of knowledge and Laura Wheelahan's advocacy of critical realism as the philosophical strand of her social realist curriculum theory. While the GeoCapabilities Project has drawn on the sociological strand of that theory, its neglect of the philosophical strand means that its concept of powerful geographical knowledge remains ambiguous. Incorporating critical realism, along with critical theory and pedagogy, would allow the project to better realise its aims and open up new directions for research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01