Incorporating Geography, Contingently: Geographic Pedagogies in a University without a Geography Department

Autor/inn/en	Ruez, Derek; Strawser, Michael G.; Hutchins, Francis T.
Titel	Incorporating Geography, Contingently: Geographic Pedagogies in a University without a Geography Department
Quelle	In: Journal of Geography, 118 (2019) 3, S.117-129 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1341
DOI	10.1080/00221341.2018.1539114
Schlagwörter	Small Colleges; Geography Instruction; Departments; General Education; Curriculum Enrichment; Educational Quality; Accreditation (Institutions); Expertise; Liberal Arts; Interdisciplinary Approach; College Faculty; Student Attitudes; Teacher Attitudes; Administrator Attitudes; Global Approach; Neoliberalism; Adjunct Faculty; Undergraduate Students; Geographic Concepts; Evaluation Problems; Cultural Awareness; Human Geography; Tenure + Suchen Sie Ihr Suchwort? College; Colleges; Oberschule; Geography education; Geography lessons; Geografieunterricht; Department; Abteilung; Allgemein bildendes Schulwesen; Allgemeinbildung; Curriculum revision; Curriculumreform; Curriculum; Lehrplan; Reform; Quality of education; Bildungsqualität; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Expert appraisal; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Fakultät; Schülerverhalten; Lehrerverhalten; Globales Denken; Neo-liberalism; Neoliberalismus; Cultural identity; Kulturelle Identität; Humangeografie; Amtszeit; Beschäftigungsdauer
Abstract	This article investigates efforts by a small regional university without a geography department to incorporate geography into its general education curriculum as part of a "quality enhancement" process mandated by its accreditor. Drawing on interviews and surveys of students and faculty, we highlight lessons learned that may be useful for institutions considering similar changes--including the importance of valuing disciplinary expertise, addressing faculty contingency, and engaging with existing research on geographic education and pedagogy. The initiative, while limited in significant ways, also suggests opportunities for advocates of geography to engage with agendas around general education reform and accreditation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01