Critical Thinking for Social Justice in Global Geographical Learning in Schools

Autor/in	Kim, Gapcheol
Titel	Critical Thinking for Social Justice in Global Geographical Learning in Schools
Quelle	In: Journal of Geography, 118 (2019) 5, S.210-222 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1341
DOI	10.1080/00221341.2019.1575454
Schlagwörter	Critical Thinking; Social Justice; Global Education; Geography; Geography Instruction; Critical Theory; Teaching Methods + Suchen Sie Ihr Suchwort? Kritisches Denken; Soziale Gerechtigkeit; Globales Lernen; Geografie; Geography education; Geography lessons; Geografieunterricht; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study aims to theoretically investigate the notion of critical thinking for a more just understanding of self and "others" in global geographical learning. It focuses on the kinds of injustice in the world which are driven by our relationships with "others." By drawing on the literature of critical education, philosophy of education, and geography education, this study reveals how universal notions of criticality tend to easily undermine those perceived as global others and may highlight, in deficit mode, their perceived differences. Instead, the study presents the imperative of deconstructive thinking for a more just world. The article concludes by proposing a teaching strategy for alternative criticality which strives for justice in school geography. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01