Literaturnachweis - Detailanzeige
Autor/in | Eisenschitz, Aram |
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Titel | A Geography for the Common Good |
Quelle | In: Journal of Geography in Higher Education, 46 (2022) 4, S.523-530 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0309-8265 |
DOI | 10.1080/03098265.2022.2045574 |
Schlagwörter | Geography; Geography Instruction; Social Systems; Teaching Methods; Critical Thinking; Problem Solving; Undergraduate Students; Case Studies; Intervention; Comparative Analysis; Political Influences; Social Change; Economic Change; Policy Formation; Public Policy; Neoliberalism; Democracy; Foreign Countries; United Kingdom (London) Geografie; Geography education; Geography lessons; Geografieunterricht; Social system; Soziales System; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Denken; Problemlösen; Case study; Fallstudie; Case Study; Political influence; Politischer Einfluss; Sozialer Wandel; Ökonomischer Wandel; Politische Betätigung; Öffentliche Ordnung; Neo-liberalism; Neoliberalismus; Demokratie; Ausland |
Abstract | The notion of the common good underlies much policy making in geography. There are two reasons for evaluating geography's impact on the common good for the university curriculum. First, by working within the various theoretical paradigms that have influenced policy, students will learn to argue from different perspectives such as social democracy or neo-liberalism. Second, asking them to assess the effectiveness of policies in meeting the common good, produces employable graduates with skills in critical thinking and problem solving. This is especially true because the concept is often not fully developed and varies with each perspective. Initially students undertake a case study of an area that allows them to follow the logic of intervention during all its historical twists and turns. A further stage sees students arguing not just within but between different theoretical frameworks, comparing the various approaches in order to discover the most appropriate one for understanding the processes in the locality and for pursuing the common good. In the final stage students investigate the politics of knowledge, again using data from the same locality, looking at how the knowledge used in geographic policy making becomes an agent of socio-economic change through being absorbed by society's dominant paradigm. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |