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Geographical knowledge, curriculum making &
recontextualising principles
[email protected]@steveputtick
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ORF / PRFIntention / Reality
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school geography in England…is dominated by objectivism and scientism, and threatened by an impending relativism, and lag behind ground-breaking developments in university geography.
(Winter, 2007, p.352)
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What is concerning is the impact that policy makers and subject leaders are having on school geography through their promotion of the New Agenda.
(Standish, 2008, p.90)
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What is concerning is the impact that policy makers and subject leaders are having on [formal representations of] school geography through their promotion of the New Agenda.
(Standish, 2008, p.90 – yellow text added)
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[formal representations of] school geography in England… [are] dominated by objectivism and scientism, and threatened by an impending relativism, and lag behind ground-breaking developments in university geography.
(Winter, 2007, p.352)
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Space-times of teachers’ journeys for knowledge
See also McCormack and Schwanen (2011) and McCormack (2008)
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‘My first port of call is…’
(Gemma, department 1)
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Teachers’ journeys for knowledge
•Where do they go? •When?•With whom?•Why these sources?•What do they do with these
sources? (How are they recontextualised?)
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A curating role?
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This was literally from googling.
(Sophie, interview 2:8)
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LMGTFY.
http://lmgtfy.com/?q=What+is+a+drumlin%3F
Let me that for you
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I'm thinking how do you know that? how d'you know he wasn't just…sat there thinking I need to knock out another poem [laughing] - what shall I write – oh, lets write about a nightingale!
(Ruth, interview 1:22)
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I can remember the moment…looking down and realising I was actually stood on a Drumlin, and going “this is a Drumlin!” I'm in a glaciated valley - this is a Drumlin. This is just brilliant! I love this!
(Ruth, interview 1:22)
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…but now all I've got to do is go online and I can find that diagram, in an electronic form, and I just copy it straight onto a page…it's just where I get the model or the diagram from now. I don't have to go to the book…
(Ruth, interview 1:132)
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Ruth’s journeys for knowledge:
• Range of space-times...• Different medium, similar purposes• Informed by deeply held
epistemological beliefs• Regulated by examination
specifications• Lightly affected – if at all – by the
National Curriculum
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Possible implications• For conceptualising Curriculum Making?• For qualifying critiques of school
geography?• For developing further (geographical)
research into space-times of teachers’journeys for knowledge?
• For ITE; teacher as curator?
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References
Bernstein, B. (2000) Pedagogy, Symbolic Control and Identity. Theory, Research, Critique, Oxford: Rowman & Littlefield Publishers, Inc.
McCormack, D.P. (2008) Geographies for Moving Bodies: Thinking, Dancing, Spaces. Geography Compass, 2(6), pp.1822-1836.
McCormack, D.P. and Schwanen, T. (2011) Guest editorial: The space-times of decision making. Environment and Planning A, 43, pp.2801-2818.
Standish, A. (2008) Global Perspectives in the Geography Curriculum: reviewing the moral case for geography, London: Routledge
Winter, C. (2007) Just maps: the geography curriculum in English schools, Oxford Review of Education, 33(3), pp.349-366.