Academic literature on the topic 'Culture in school geography'
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Journal articles on the topic "Culture in school geography":
1
Morgan, John. "School Geography and the Politics of Culture." Geography Compass 1, no. 3 (April 11, 2007): 373–88. http://dx.doi.org/10.1111/j.1749-8198.2007.00024.x.
2
Elizbarashvili, Nodar, Luka Davitashvili, Rusudan Elizbarashvili, Luiza Bubashvili, and Tinatin Nanobashvili. "Integrative geography—Current issues in theory and practice (on the example of the Georgian geographical school)." Journal of Geography and Cartography 7, no. 1 (May 20, 2024): 5253. http://dx.doi.org/10.24294/jgc.v7i1.5253.
Abstract:
The article discusses the essence of integrative geography and its importance for the theory and practice of geographical science. Such areas of integrative geography are characterized, the development of which will further increase the importance of applied geographical science. They include teaching about cultural landscape and historical landscape (part of landscape studies), geoecological expertise and environmental impact assessment (part of geographic ecology), geographic archeology and ecological culture (part of historical geography), landscape management and landscape services (part of landscape planning), tourism—Assessment and planning of recreational resources (part of recreational geography).
3
Vasileva, Maya. "Regarding digitalization and school geography." Pedagogika-Pedagogy 96, no. 3s (April 20, 2024): 72–88. http://dx.doi.org/10.53656/ped2024-3s.04.
Abstract:
Pervasive digitization in a school context does not simply imply a new way of teaching and learning, it is projected into the learning content and into the lesson. In this sense, what are the prospects for teaching geography? The relationship between digital technologies and geospatial relationships has long been debated, i.e. the new perception of spatial configurations, new spatial practices, new geographical distribution of digital infrastructures. Digitization, by itself, cannot project the development of modern geographical science and geography in the classroom, however, it offers opportunities for a critical approach to basic geographical concepts, to modern diagnostic assumptions in geographical science, to current geographical localizations. In this sense, the article systematizes and presents a critical analysis of the issue, more specifically – outlines the relationship between digitalization and school geography in Bulgaria in several steps: 1) outline the key characteristics of the digital common culture, considering the digital not as technical, but more soon as a social and cultural phenomenon, 2) outlining the relationship between digital and geography, referring to some current models and 3) outlining the projection of this relationship in the normative base and the information-methodological resource of school geography in the Bulgarian school. Based on the analysis, the need for additional and more in-depth studies on the issue is proven.
4
O, Baiteriakov, and Sobetska T. "GENERAL APPROACHES TO THE CARTOGRAPHIC CULTURE FORMATION IN THE PHYSICAL-GEOGRAPHIC COURSES OF SCHOOL GEOGRAPHY." Scientific Bulletin Melitopol State Pedagogica 1, no. 28 (March 4, 2023): 100–106. http://dx.doi.org/10.33842/22195203-2022-28-100-106.
5
Prevelakis, George. "The relevance of Jean Gottmann in today's world." Ekistics and The New Habitat 70, no. 422/423 (December 1, 2003): 295–304. http://dx.doi.org/10.53910/26531313-e200370422/423255.
Abstract:
The author is Professor of Cultural and Political Geography at the Sorbonne University (Paris 1) and the Constantine Karamanlis Professor in Hellenic and Southeastern European Studies at the Fletcher School (Tufts University). He is the author of Les Balkans, cultures et géopolitique (Paris, Nathan, 1994), The Networks of Diasporas (Paris, L'Harmattan, 1996), Géopolitique de la Grèce (Brussels, Complexe, 1997) and Athènes, urbanisme, culture et politique (Paris, L'Harmattan, 2000). His books have been translated into Italian, Rumanian and Greek. His actual research focuses on the Geography of Diasporas, on Globalization and Culture, and on European Geopolitics.
6
Krylovets, Mykola, and Oksana Braslavska. "SOCIAL AND EDUCATIONAL WORK IN GEOGRAPHY LESSONS." Problems of Modern Teacher Training, no. 1(23) (April 29, 2021): 16–24. http://dx.doi.org/10.31499/2307-4914.1(23).2021.232724.
Abstract:
Geographical education as one of the important means of creating a cultural environment in the educational process of the school opens to the student the world with all the diversity of complex relationships of nature, society and personality, satisfies the need for self-knowledge, promotes the formation of personal qualities and values. Geographical education gives person great opportunities to develop a humane and tolerant attitude to other people, to other civilizations, political and economic systems, the geographical environment, to the planet Earth. Geography as a science of the humanities and natural cycle not only reveals the features of the material and spiritual culture of the peoples of the world, but also shows them in inseparable connection with the natural and social environment. Modern geography comprehensively considers the living environment of humanity, using a systematic geographical approach to knowledge of the world.Education in a broad, social sense is a function of society to prepare the young generation for life, carried out by all society: social institutions, organizations, the church, media and culture, family and school. Education in the learning process, as well as the learning process itself, is a complex phenomenon. In geography lessons education is the formation of morality and spirituality of students, especially those aspects related to human behavior in different geographical, economic, political conditions, education of citizens of their country, preparation of school graduates to perform social roles, because there is no effective economy, social peace in the state, responsible citizens without education.
Keywords: geography, education, geography lessons, teacher, culture, morality, student’s personality, social and educational work.
7
Arifin, Andrianto, Mansyur Ramly, Mursalim, Junaiddin Zakaria, and Ernawati Malik. "Analysis of Teacher Commitment, Motivation, and Satisfaction with School Culture and Performance of State High School Teachers in Baubau City." Revista de Gestão Social e Ambiental 18, no. 7 (April 10, 2024): e06071. http://dx.doi.org/10.24857/rgsa.v18n7-054.
Abstract:
Purpose: The primary objective of this research was twofold: firstly, to examine the direct impact of teacher commitment, teacher motivation, and teacher satisfaction on school culture and the performance of State High School teachers in Baubau City; secondly, to analyze the indirect effects of these factors on school culture and teacher performance.
Methods: The research methodology involved distributing questionnaires to 213 State High School teachers across seven schools in Baubau City. Statistical analysis was conducted using Structural Equation Modeling (SEM), a technique employed to test hypotheses and model relationships among variables.
Results and Discussion: The findings revealed several significant relationships: (1) Teacher commitment exhibited a direct positive influence on school culture, (2) Teacher motivation demonstrated a direct negative impact on school culture, and (3) Teacher satisfaction had a direct negative effect on school culture. Additionally, (4) Teacher commitment, teacher motivation, and teacher satisfaction each directly influenced teacher performance positively. However, (5) school culture did not directly affect teacher performance.
Implications of the Research: The implications of these findings suggest that fostering teacher commitment and motivation while addressing factors contributing to teacher satisfaction are crucial for shaping a positive school culture. Additionally, recognizing the direct influence of teacher commitment, motivation, and satisfaction on teacher performance underscores the importance of prioritizing these aspects within educational institutions.
Originality/Value: This research contributes to the existing literature by elucidating the intricate relationships between teacher commitment, motivation, satisfaction, school culture, and teacher performance. The findings offer valuable insights for educational policymakers, school administrators, and educators to enhance organizational effectiveness and teacher productivity within State High Schools in Baubau City.
8
Nikolov, N. S. "Teaching Human Culture Through Astronomy." International Astronomical Union Colloquium 105 (1990): 47–50. http://dx.doi.org/10.1017/s0252921100086383.
Abstract:
One of the phenomena in the development of science in the second half of the twentieth century is the appearance of complex branches of knowledge. This fact along with the accelerated increase of science information called forth well-known integrative processes in education. One of the most widely spread forms of these processes is the incorporation of one school subject in another. In such a way, astronomy in secondary school is incorporated in the subject of physics and sometimes in geography and mathematics. The argument for this, if there exists one, is that nowadays astronomy is astrophysics, i.e., physics of celestial bodies, or that the cosmographical function of astronomy resembles the function of geography.In this paper, we make an attempt to adhere to the thesis that astronomy is a school subject with wider connections in the human sphere than with only one branch of science (Nikolov, 1986). As a consequence, if the school subject astronomy is incorporated only in a specific discipline, this would limit the possibility of teaching facts or phenomena of other spheres of the human spirit.
9
Mello, Bruno Falararo de, João Pedro Pezzato, and Chrstiane Fernanda da Costa. "As disciplinas escolares e os livros didáticos como expressões da cultura escolar:." Revista Brasileira de Educação em Geografia 12, no. 22 (October 25, 2022): 05–21. http://dx.doi.org/10.46789/edugeo.v12i22.1132.
Abstract:
Os livros didáticos estão intrinsecamente ligados à escola, pois são, eles próprios, expressões da cultura escolar. Neste artigo, apresentam-se algumas considerações acerca da constituição das disciplinas escolares, em uma perspectiva histórica, a partir do advento da escola dita moderna, tomando-se como exemplo a Geografia escolar. As disciplinas escolares são analisadas como criações originais e espontâneas da escola, detentoras de uma finalidade que vai além da mera transmissão de conteúdos acadêmicos. Elas são vistas no papel de produtoras de conhecimentos próprios e originais da cultura escolar, que intercambiam com os saberes produzidos pelas ciências de referência, mas que não se confundem com eles em seus objetivos. Os livros didáticos são tomados em seu papel de materializadores da cultura escolar. Os manuais registram o patrimônio cultural que identifica as histórias e elementos de determinadas comunidades. Eles têm servido para padronizar conteúdos e métodos de ensino, formalizar currículos, apontar normas de conduta desejadas e orientar os trabalhos dos docentes. Além dos aspectos ligados às práticas de ensino, eles se prestam, primordialmente, ao assentamento e à estabilidade das próprias disciplinas escolares. Palavras-chave Cultura escolar, Currículo, Disciplinas escolares, Livros didáticos. School subjects and textbooks as expressions of school culture: some theoretical considerations Abstract School subjects and textbooks are intrinsically linked to school, as they are themselves school culture expressions. In this article, we presente some considerations about the school subjects constitution, in a historical perspective, from the advent of the so-called modern school, taking as na example school geography. School subjects are analyzed as original and spontaneous school creations, holding a purpose that goes beyond just transmission of academic content. They are seen in the role of producers of own and original knowledge of the school culture, which interchange with the knowledge produced by the reference sciences, but which are not confused with them in their objectives. Textbooks are taken in their role as materializers of school culture. They have been used to standardize content, formalize curricula, point out desired standards of conduct and guide the work of teachers. In addition to the aspects linked to teaching practices, they are primarily used for the settlement and stability of the school subjects themselves. Keywords School culture, Curriculum, School subjects, Didatic books.
10
Gade, Daniel W. "Culture, Land, and Legacy: Perspectives on Carl O. Sauer and Berkeley School Geography." Annals of the Association of American Geographers 95, no. 2 (June 2005): 481–83. http://dx.doi.org/10.1111/j.1467-8306.2005.470_5.x.
Dissertations / Theses on the topic "Culture in school geography":
1
Martins, Marcos Antonio Pereira. "Currículo e cultura: uma proposta de (re) desenho curricular de geografia no ensino médio." Universidade Federal de Goiás, 2018. http://repositorio.bc.ufg.br/tede/handle/tede/8342.
Abstract:
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Outro
The present research sought to reflect on the (re) design of the curriculum of the Geography discipline, pointing to a more meaningful education based on cultural school reality. In this research the curriculum is seen from the perspective of the neoliberals transformations, especially in developing countries such as Brazil, and which there is a substantial impact in the teaching / learning process. This is notably observed in the Brazilian education system, singularly from the institution of the Law of Guidelines and Basis in Education (Law 9,394 / 1996), of the curricular restructuring through the National Curricular Parameters (NCPs), the National Curricular Guidelines for Secondary Education (DCNs), the National Pact for Strengthening Higher Education (PNFEM), the proposal to create a National Curricular Common Base, therecent provisional measures and the models of evaluation of the High School which can be noted through the National Higher Education Examination (ENEM), with the purpose of developing a new teaching / learning project in the Brazilian education system. The Qualitative research was carried out through bibliographical research and the process of data collection, using as observation procedures, questionnaires, interviews and documentary research, through which we seek to notice the curriculum of Geography of the current high school that is worked in the State Department Education, Culture and Sport of the State of Goiás, the educational methods of the Geography professors and discipline of the researched teaching unit, the relation of the pupils with the place in which they live, as well as the most relevant points of the pupils’ culture which appear in the redefinition of a new curricular proposal.
A presente pesquisa buscou refletir sobre o (re) desenho do currículo da disciplina de Geografia, apontando para uma educação mais significativa com base na realidade cultural escolar. Nessa pesquisa o currículo é visto sob a ótica das transformações neoliberais ocorridas, sobretudo nos países em desenvolvimento como o caso do Brasil, e, que impactam substancialmente o processo ensino/aprendizagem. Isso é notadamente observado no ensino brasileiro, singularmente a partir da instituição da Lei de Diretrizes e Bases na Educação (Lei nº 9.394/1996), da reestruturação curricular por meio dos Parâmetros Curriculares Nacionais (PCNs), das Diretrizes Curriculares Nacionais para o Ensino Médio (DCNs), do Pacto Nacional Pelo Fortalecimento do Ensino Médio (PNFEM), da proposta de criação de uma Base Nacional Comum Curricular, das recentes medidas provisórias e dos moldes de avaliação do Ensino Médio como se pode notar através do Exame Nacional do Ensino Médio (ENEM), com o intuito de desenvolver um novo projeto de ensino/aprendizagem na educação brasileira. A investigação de cunho qualitativo se realizou através de pesquisa bibliográfica e do processo de coleta de dados, utilizando como procedimentos a observação, questionários, entrevistas e pesquisa documental, por meio dos quais buscamos perceber o currículo de Geografia do ensino médio atual que é trabalhado na Secretaria Estadual de Educação, Cultura e Esporte do Estado de Goiás, a prática pedagógica dos professores da disciplina de Geografia da unidade de ensino pesquisada, a relação dos alunos com o lugar em que vivem, bem como os pontos mais relevantes da cultura dos alunos que constam na redefinição de uma nova proposta curricular.
2
Luken, Eleanor. "Children's power over play a cultural geography of playspaces in America /." Cincinnati, Ohio : University of Cincinnati, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1250614916.
Abstract:
Thesis (M.S.)--University of Cincinnati, 2009.Advisor: David Saile. Title from electronic thesis title page (viewed Dec. 15, 2009). Includes abstract. Keywords: children; vernacular architecture; playscapes; childhood; playground. Includes bibliographical references.
3
Weber, Eliane. "PERCEPÇÕES EM RELAÇÃO AO AMBIENTE DESENVOLVIDAS NOS 4º E 5º ANOS NA ESCOLA MUNICIPAL SÃO FRANCISCO, ASSENTAMENTO ALVORADA." Universidade Federal de Santa Maria, 2013. http://repositorio.ufsm.br/handle/1/9394.
Abstract:
Education has a key role in the formation of the human role, aimed at preparing participants and being committed to the transformation of society. It is even more true for the educator guide students to understanding, appreciation and positive action on the space - environmental context in which they live, identifying their problems and engaging in search of effective and sustainable solutions for the same, which is of specificity with regard to education in rural areas. In this context, environmental education needs to ally itself to the various areas of human knowledge and recognition of empirical knowledge in order to promote understanding, not disfigure the peasant culture. Based on these considerations , the proposed study has the objective : Understanding the perceptions of students of 4th and 5th years of E. M. San Francisco in relation to the environment in which they live and the interrelationship with the knowledge built in this school , and specific objectives : - To characterize the specifics of working with environmental education in school ; - Investigate the perceptions of students about the environment in which live ; - Develop and evaluate an experiment in environmental education that strives to articulate the reality of Geography settlement . The prime methodology was participatory research, obtaining necessary information by conducting activities with the students, which were analyzed with the theoretical framework, linking theory and practice. Completing the importance of educators know the reality where the student is inserted , in your community , working with the social context , their relationships and interactions in society , making the most significant education.A educação possui um papel fundamental para a formação do ser humano, visando à preparação de seres participantes e comprometidos com a transformação da sociedade. Faz-se ainda mais premente para o educador orientar os alunos para a compreensão, valorização e atuação positiva sobre o contexto espaço-ambiental em que vivem, identificando suas problemáticas e engajando-se na busca de soluções efetivas e sustentáveis para as mesmas, o que se reveste de especificidade no tocante à educação em meio rural. Neste contexto, a educação ambiental precisa aliar-se às diversas áreas do conhecimento humano e ao reconhecimento dos saberes empíricos, a fim de promover a compreensão, sem descaracterizar a cultura campesina. Com base nessas considerações, a presente proposta de estudo tem por objetivo geral: Compreender a percepção dos educandos do 4º e 5º anos da E. M. São Francisco em relação ao meio em que estão inseridos e a inter-relação com os conhecimentos construídos na referida escola; e como objetivos específicos: - Caracterizar as especificidades do trabalho com educação ambiental na escola; - Investigar as percepções dos educandos sobre o meio em que vivem; - Desenvolver e avaliar uma experiência em Educação Ambiental que busca articular a Geografia à realidade do assentamento. A metodologia privilegiada foi a pesquisa participante, obtendo informações necessárias através da realização de atividades com os alunos, que foram analisadas com o referencial teórico, relacionando a teoria e a prática. Concluindo a importância de o educador conhecer a realidade onde o aluno está inserido, na sua comunidade, trabalhar com o contexto social, suas relações e interações na sociedade, tornando o ensino mais significativo.
4
Silva, Carlos Augusto Gomes Cavalcanti da. "A diversidade cultural do nordeste brasileiro nos livros didáticos de geografia do ensino médio." Universidade Federal de Alagoas, 2008. http://repositorio.ufal.br/handle/riufal/318.
Abstract:
The subject theme this work is Northeast Brazilian s cultural diversity and the way how
this subject theme would be had been broached in High school on Brazil, within
discipline Geography, through books didactics. We know that Brazil is a country is
compound of diverse culture, where each of the five regions have their own cultural
diversity and which in interior this regions also to exist cultural diversity. The intention
will be examine if when the geography s books didactics treat broach of the Northeast s
cultural diversity, treat broach in the same way the PCNEM belives to have be broach
and the implication this for northeast cultural identity s. This work research shows like
the Northeast is analyses by EUSTÁQUIO, Sene de e MOREIRA, João Carlos on our
didactics books GEOGRAFIA GERAL E DO BRASIL. Ed. Scipione, 1998 and the
book s VESENTINI, José Willian. GEOGRAFIA. SÉRIE BRASIL. ed. Ática, 2005.
The research will be make of the qualitative boarding, where will be make a analysis of
the content those didactics books, where this analysis will show like the Northeast
Brazilian s diversity is boarding those books.O tema deste trabaho é a diversidade cultural do Nordeste brasileiro, como esse tema tem sido tratado no ensino médio do país na disciplina Geografia, através dos livros didáticos. Sabemos que o Brasil é um país composto por diversas culturas, onde cada uma das cinco regiões tem suas próprias características culturais e que no interior dessas regiões também existem diversas culturas. A intensão será averiguar se, quando os livros didáticos de geografia tratam da diversidade cultural do Nordeste, tratam da forma como os PCNEM dizem que é para ser tratado e as implicações disto para a identidade cultural nordestina. Neste trabalho mostraremos como o Nordeste é visto pelos livros didáticos de Eustáquio SENE de. E MOREIRA, João Carlos. GEOGRAFIA GERAL E DO BRASIL. Ed. Scipione. 1998 e o livro de VESENTINI, José Willian. Geografia: Série Brasil. Ed. Ática. 2005. A pesquisa será feita em uma abordagem qualitativa, onde faremos uma análise de conteúdo desses livros didáticos, que são os mais utlizados nas escolas públicas e privadas, aonde essa análise mostrará como a diversidade do Nordeste brasileiro é abordado nesses livros.
5
Swann, Michelle. "Promoting the "classroom and playground of Europe": Swiss private school prospectuses and education-focused tourism guides, 1890-1945." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/216.
Abstract:
Since the late nineteenth century, Switzerland, a self-professed “playground” and “classroom” of the world, has successfully promoted itself as a desirable destination for international study and tourism. The historically entangled private schooling and tourism industries have steadily communicated idealised images of educational tourism in Switzerland via advertising. Concentrating on the period 1890 -1945 – when promotional ties between tourism organisations and private schools solidified – this thesis investigates the social construction of educational tourist place in two different types of promotion aimed at English-speaking markets: private international school prospectuses and education-focused tourism brochures. An analysis of early prospectuses from three long-standing private international schools and of education-focused tourism guides written by municipal organisations, travel agencies, school boards and the Swiss government revealed highly visual, ideologically-charged textual representations of locations and markets simultaneously defined, idealised and commodified international education in Switzerland. Chapters provide close interpretation of documents and aim, through thick description, to understand specific place-making examples within a wider socio-historical context. Chapter One examines the earliest prospectuses of Le Rosey and Brillantmont, two of the world’s must exclusive Swiss schools (1890-1916). An examination of photo-essay style prospectuses reveals highly selective portrayals of “Château” architecture communicated capacity to deliver a “high-class” and gender appropriate Swiss finishing. Visual cues hallmarking literary and sporting preferences indicated texts catered to the gaze of social-climbing, Anglo-centric markets desirous a continental cosmopolitan education that was not overly “foreign.” Chapter Two analyses the social construction of towns in French-speaking Switzerland as attractive educational centres (1890-1914). It explores how guides promoting Geneva, Neuchâtel and Lausanne constructed an idealised study-abroad landscape through thematic testaments to the educative capacities of local human and natural landscapes. The remaining chapters explore interwar texts. Chapter Three examines a high-altitude institute’s use of the idealising skills of high-end tourism poster artists to manufacture a pleasant, school-like image for the mountain sanatoria-like campus of Beau Soleil. Chapter Four investigates two series of education-focused tourism guidebooks which promoted education in Switzerland. An examination of a Swiss National Tourist Office series reveals discourses of nationhood racialised the Swiss as natural-born pedagogues and constructed Switzerland as a safe, moral destination populated by cooperative, multi-lingual and foreign student-friendly folk. An analysis of R. Perrin Travel Agency’s series explores guidebooks which openly classified education as a tourism commodity. The final chapter examines Le Rosey and Brillantmont’s interwar prospectuses within the context of complex, transnational schooling and school advertising practices. An analysis of images of school sports at winter holiday resorts suggests prospectuses expressed the sense of freedom which accompanies upper-class identity more so than any sense of gender-driven restriction.
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Tabulawa, Richard Tjombe. "A socio-cultural analysis of geography classroom practice in Botswana senior secondary schools." Thesis, University of Birmingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422406.
Abstract:
Africa is replete with examples of 'borrowed' curriculum innovations that have failed to be institutionalised. This failure has largely been rationalised in terms of technical problems associated with innovation delivery systems. By adopting a technicist stance toward problems of curriculum change curriculum developers in Developing Countries have paid scant attention to the fact that innovations are necessarily social constructions, and as such are not value-neutral. Their transfer from one socio-cultural context to another, therefore, is bound to be problematic. For a transferred innovation to be institutionalised in its host (new) environment values embedded in it need to be congruent with the values and past experiences of those who are expected to adopt it or else tissue rejection (Hoyle, 1970) will occur. In this thesis the above concern is addressed within the context of pedagogical proposals made in the report, Education for Kagisano (Social Harmony),(1977), mainly that teachers in Botswana public secondary schools should adopt a leamercentred pedagogy. Classroom research in Botswana, however, indicates that this has not happened. This thesis, therefore, is an attempt to explain why teachers appear to have rejected the proposed pedagogy. Rather than adopting a technicist stance in this endeavour, here we adopt a socio-cultural approach in which we recognise the social nature of pedagogical styles. From this premise we then argue that adopti~~., or rejection of pedagogical innovations is also a function of the sociocultural context in " which an attempt to implement the former is being made. Basically, the thesis has two facets; the theoretical and the empirical. At a theoretical level we argue that leamer-centred pedagogy is incongruent with Tswana social structure. In the context of Botswana, therefore, the former may be perceived as 'foreign' by teachers, students and parents. We illustrate this incongruence by analysing Tswana child-rearing practices, demonstrating that these promote in children a 'dependent' mode of thinking which they carry to the classroom as their cultural baggage. It is this mode of thinking that structures teachers' and students' classroom practices leading to authoritarian classroom relationships and teaching style. Analysis of the historical evolution of formal education in Botswana also demonstrates that it (education) has always been authoritarian in practice. Educational practice in Botswana, therefore, appears to be based on Freire's 'banking' theory of education. The latter characterises the 'immunological condition' of Botswana's public educational system and constitutes the teachers' and students' taken-for-granted classroom world. Analysis of the leamer-centred pedagogy, however, shows that it is epistemologically different from the banking theory ofeducation. For this reason the introduction of the former in Botswana public schools might constitute radical, de-stabilising and de-skilling, change. This may only be expected to lead to the teachers' and students' rejection of the proposed pedagogy. It is against this theoretical position that the empirical aspect of the study is carried out. By employing an interpretive approach (and through the medium of geography teaching) we attempt to map out the nature of teaching/learning patterns in two contrasting schools in Botswana, and to understand the meanings teachers and students attach to the observed patterns. The ultimate aim is to understand the implications these meanings and assumptions have for pedagogical change. The study'S findings reveal that geography classroom practices in the two schools differ markedly. Teachers' and students' classroom practical knowledge in the two schools appears to be informed by their utilitarian view of schooling, the view of the nature of knowledge they hold, teachers' perceptions of their students' social background, and the schools' organisational structures. These are aspects of the socio-cultural context which, in the case of public schooling in Botswana, appear as 'stabilised elements' or structures which lead to the production and reproduction of an authoritarian pedagogical style in schools. To break this reproductive cycle, therefore, demands more than just technical solutions. It also demands that educators and curriculum developers reassess and question their basic assumptions about knowledge and human nature. This would have important implications for teacher education. To facilitate the institutionalisation of a learner-centred pedagogy in the schools structural changes in the educational system are also essential. There is need to localise external examinations and empower teachers by democratising curriculum development and decision making. To facilitate this, decentralisation of the educational system is essential. Democratising educational practice in Botswana should be seen in the context of a country committed to democratic social and political values. The classroom has a role to play in this respect
7
Nascimento, Lisângela Kati do. "Identidade e territorialidade: os quilombos e a educação escolar no Vale do Ribeira." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/8/8135/tde-01122015-175909/.
Abstract:
A presente dissertação aborda o estudo da relação entre o ensino de geografia e a identidade cultural das comunidades remanescentes de quilombos, localizadas no Vale do Ribeira, Estado de São Paulo. A partir da análise das propostas didáticas para o ensino de geografia, desenvolvido nas escolas públicas dos municípios de Eldorado e Iporanga (Ensino Fundamental II) e também na escola estadual localizada no quilombo de Ivaporunduva (Ensino Fundamental I), este trabalho buscou identificar elementos que contribuem (ou não) para a (re) construção da identidade cultural quilombola. A região do Vale do Ribeira concentra as maiores manchas contínuas remanescentes de Mata Atlântica do Brasil e, também, apresenta os piores indicadores sócio-econômicos do Estado de São Paulo. Nesse contexto, a preservação ambiental e o desenvolvimento econômico se chocam. Dessa maneira, os projetos de construção de barragens para o rio Ribeira de Iguape ganham força interna e, com isso, grande parte das comunidades de quilombos, situada às margens do rio Ribeira, sofrem o risco de perder seus territórios. A identidade cultural das comunidades de quilombos no Brasil está relacionada com o território onde vivem. As comunidades do Vale do Ribeira, ameaçadas de expropriação territorial, lutam pelo direito à propriedade da terra (Artigo 68 da Constituição), forçando-os a se (re) pensarem como quilombolas em vários aspectos da vida social. E é nesse bojo, que a preocupação com uma escola que valorize sua identidade cultural adquire importância. A partir de entrevistas com lideranças quilombolas, professores e alunos, como também observação de aulas, pudemos constatar que, entre a escola que desejam e a que se apresenta no cotidiano há um longo caminho a ser trilhado. Ao pesquisar o papel do ensino de geografia identificamos importantes ações no sentido de valorizar o lugar de vivência do aluno. Encontramos ainda ações didáticas que reforçam a homogeneização, negando a pluralidade cultural existente na vida escolar.This dissertation approaches the subject of the relationship between the study of Geography and the cultural identity of remaining communities of quilombos in the Vale do Ribeira region, in the Brazilian state of São Paulo. From the analysis of methods proposed to teach Geography in public, municipality funded-schools in the towns of Eldorado and Iporanga (second grade) and in the state funded public school inside the Ivaporunduva Quilombo (first grade), this work tries to identify elements that help - or not - (re) create the cultural identity of the quilombo dweller. In the Vale do Ribeira region are the largest stretches of what remains of the Brazilian Mata Atlantica, formerly a forest complex that covered all of Brazil\'s coast and is known for its animal and plant diversity. The region also has the worst social and economic indicators in the state of São Paulo. In this context, environmental conservation collides with the need for economic development. Therefore, projects to build dams in the Ribeira do Iguape river naturally resonate among the local population. At the same time, however, a good deal of the quilombo communities, which are settled on Ribeira\'s riverbed, see their ancestral territories in jeopardy. The quilombo communities\' cultural identity is directly related to the place where they live. The Vale do Ribeira communities, under the prospect of losing their territory, fight for their right to their land (article 68 in the Brazilian constitution). That forces them to (re) think themselves as quilombolas - the name given to people who live in quilombos - in the various aspects of their social lives. It\'s within this frame that the concern about having a school that values their cultural identity becomes ever more important. From interviews with leaders of the quilombos, teachers and students, and from the observation of classes, it was clear that there still is a long way to be trailed before the ideal school for that purpose is achieved. In researching the role Geography classes play, we identified important actions that try to value the student\'s local space. We also saw actions that reinforce cultural homogeneization, instead of valuing the cultural diversity present in the schools.
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Aiken, E. J. "Science, culture and the genealogy of scriptural geography." Thesis, Queen's University Belfast, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437906.
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Hui, Kwai-yin. "Teachers' perceptions of curriculum continuity in secondary school geography." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18887211.
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Housiaux, Kathryn Margaret Louise. "Re-conceptualising consumption : a geography of masculinity." Thesis, University of Southampton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297871.
Books on the topic "Culture in school geography":
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Hayes, Jacobs Heidi, Randolph Brenda, LeVasseur Michal, and Prentice-Hall inc, eds. Western hemisphere: Geography, history, culture. Needham, Mass: Prentice Hall, 2003.
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Bednarz, Sarah. World cultures and geography. Evanston, IL: McDougal Littell, 2005.
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1946-, Mathewson Kent, and Kenzer Martin S. 1950-, eds. Culture, land, and legacy: Perspectives on Carl O. Sauer and Berkeley School geography. Baton Rouge, LA: Geoscience Publications, Dept. of Geography and Anthropology, Louisiana State University, 2003.
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Publisher, Globe Fearon Educational, and Pearson Education Inc, eds. Pacemaker world geography and cultures. 2nd ed. Parsippany, N.J: Globe Fearon/Pearson Learning Group, 2002.
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Marsden, W. E. The school textbook: Geography, history, and social studies. London: Woburn Press, 2001.
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Kracht, James B. Prentice Hall world explorer: People, places and cultures. Needham, Mass: Prentice Hall, 2003.
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Holt, Rinehart, and Winston, inc., ed. World and regional outline maps. Austin, [TX]: Holt, Rinehart and Winston, 1995.
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Boehm, Richard G. Exploring our world: People, places, and cultures: South America, Europe, and Russia. New York, NY: Glencoe/McGraw-Hill, 2008.
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Reid, J. Jefferson. Prehistory, personality, and place: Emil W. Haury and the Mogollon controversy. Tucson: University of Arizona Press, 2010.
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E, Marsden W., and Hughes Jo, eds. Primary school geography. London: David Fulton, 1994.
Book chapters on the topic "Culture in school geography":
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Douglas, Alaster Scott. "The School Geography Department: Cultural, Historical and Social Practices in Student Teacher Education." In Student Teachers in School Practice, 100–116. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137268686_7.
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Poady, Antoine Cano, Chanel Ouetcho, Angélique Stastny, and Matthias Kowasch. "Kanak Cultural Heritage on Colonised and Damaged Lands." In Geographies of New Caledonia-Kanaky, 149–61. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-49140-5_12.
Abstract:
AbstractThis chapter – co-authored by two Kanak knowledge holders (a clan chief and a singer-songwriter) and two European researchers (from political science and geography) – discusses how Kanak communities deal with cultural heritage in the present, in a context of colonial legacies, institutional conservatism and depleting natural resources. We focus specifically on the communities of Bako and Touaourou in Paicî Cèmuhi and Drubea-Kapumë countries, respectively. We first analyse colonial policies of land dispossession and cultural oppression, as well as the ongoing inadequate support for Kanak languages from school institutions. We then discuss the ways in which grassroots initiatives testify to resilient and resurgent spaces for Kanak languages and cultural heritage in such contexts, by taking the example of (1) the work of the Agency for the Development of Kanak Culture (ADCK) to record oral histories, myths and toponyms as important identity markers and (2) Kaneka music as a contemporary transmitter of Kanak languages and cultural practices. In addition to the collection of toponyms in Kanak communities, Kaneka music is popular amongst young people and elders. Bands such as Humaa-gué from Touaourou provide songs engaging with colonial history, Kanak cultural life and practices, the mining industry and current sociopolitical issues. We draw the conclusion that the educational institution responds inadequately to Kanak needs, and initiatives undertaken by Kanak people at the grassroots level are key to the continuance of Kanak languages, cultural heritage and practices.
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Teng, Antonia K. W., and Yenming Zhang. "School Culture." In Springer Texts in Education, 169–82. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-74746-0_10.
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McKoy, Constance L., and Vicki R. Lind. "School Culture." In Culturally Responsive Teaching in Music Education, 118–36. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003208136-9.
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Johnson, Bruce, Barry Down, Rosie Le Cornu, Judy Peters, Anna Sullivan, Jane Pearce, and Janet Hunter. "School Culture." In Early Career Teachers, 55–78. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-173-2_4.
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Hunt, Celia, and Fiona Sampson. "Geography and Culture." In Writing, 129–43. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-0-230-20460-7_9.
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Hirata, Masahiro. "Milk Culture and Pastoralism." In Springer Geography, 1–35. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1765-5_1.
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Israel, Nico. "Geography." In A Companion to Modernist Literature and Culture, 123–32. Oxford, UK: Blackwell Publishing Ltd, 2007. http://dx.doi.org/10.1002/9780470996331.ch12.
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Hirata, Masahiro. "Milk Culture of West Asia." In Springer Geography, 37–71. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1765-5_2.
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Hirata, Masahiro. "Milk Culture of South Asia." In Springer Geography, 73–106. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1765-5_3.
Conference papers on the topic "Culture in school geography":
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Świętek, Agnieszka, and Wiktor Osuch. "Regional Geography Education in Poland." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-14.
Abstract:
Education in regional geography in Poland takes place at public schools from the earliest educational stages and is compulsory until young people reach the age of adulthood. Reforms of the Polish education system, resulting in changes in the core curriculum of general education, likewise resulted in changes in the concept of education in the field of regional geography. The subject of the authors’ article is education in regional geography in the Polish education system at various educational stages. The authors’ analysis has two research goals. The first concerns changes in the education of regional geography at Polish schools; here the analysis and evaluation of the current content of education in the field of regional geography are offered. The second one is the study of the model of regional geography education in geographical studies in Poland on the example of the geographyat the Pedagogical University of Cracow. Although elements of education about one’s own region already appear in a kindergarten, they are most strongly implemented at a primary school in the form of educational paths, e.g. “Regional education – cultural heritage in the region”, and at a lower-secondary school (gymnasium) during geography classes. Owing to the current education reform, liquidating gymnasium (a lower secondary school level) and re-introducing the division of public schools into an 8-year primary school and a longer secondary school, the concept of education in regional education has inevitably changed. Currently, it is implemented in accordance with a multidisciplinary model of education consisting in weaving the content of regional education into the core curricula of various school subjects, and thus building the image of the whole region by means of viewing from different perspectives and inevitable cooperation of teachers of diverse subjects. Invariably, however, content in the field of regional geography is carried out at a primary and secondary school during geography classes. At university level, selected students – in geographical studies – receive a regional geography training. As an appropriate example one can offer A. Świętek’s original classes in “Regional Education” for geography students of a teaching specialty consisting of students designing and completing an educational trail in the area of Nowa Huta in Cracow.
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Wang, Chang, and Yanhua Xu. "Action Research on the Development of Geography Experimental Exploration Course in High School." In Proceedings of the 3rd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccese-19.2019.230.
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Beketova, Svetlana, Albina Khayaleeva, Ruslan Ulengov, Svetlana Gubeeva, and Elena Kubyshkina. "DEVELOPMENT OF INTELLECTUAL ABILITIES OF STUDENTS IN THE PROCESS OF APPLICATION OF GEOINFORMATION TECHNOLOGIES." In 23rd SGEM International Multidisciplinary Scientific GeoConference 2023. STEF92 Technology, 2023. http://dx.doi.org/10.5593/sgem2023/5.1/s22.69.
Abstract:
This article deals with the development of intellectual abilities of students in the process of using geoinformation technology. Digital technologies, in particular geographic information technologies, are increasingly introduced in the educational process of modern schools. They contribute to the learning of mapping skills, the formation of skills to compare, specify, abstract, summarize, establish cause-effect relationships, draw conclusions, develop critical thinking, contributing to the formation of key competencies aimed at self-development and continuing education, the scientific sophistication and geographic culture. The paper reveals such concepts as thinking, intelligence, functions, qualities of intelligence. It covers the psychological and age-specific features of development, the criteria of age periodization, mechanisms of thought, different ways of theoretical description of the children�s development, evaluation of intelligence, types of thinking. Examples of the use of geoinformation technology in geography classes are given.
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Hailing, Jiang, Zheng Shixin, Wang Xinyu, Zhang Xiuhua, Li Shuang, and Su Jiaojiao. "The Application Research of Geography Teaching with ERDAS Software in the Middle School." In Proceedings of the 5th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icelaic-18.2018.55.
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Yakupoğlu, Cevdet. "Sheikh Şa'bân-i Velî of Kastamonu, One of the Followers of Sheikh Ibrahım Zâhid-i Gîlânî's Irfan School." In International Symposium Sheikh Zahid Gilani in the 800th Year of His Birth. Namiq Musalı, 2023. http://dx.doi.org/10.59402/ees01201819.
Abstract:
Sheikh Zâhid-i Gîlânî, one of the great Sufis who grew up in the Turkish geography of Azerbaijan, has a great place in Anatolian Sufi culture. The Sufis educated by this person also migrated to Anatolia and contributed to the spread of the Khalveti sect there. One of the followers of the Sufi thought that spread as a result of the activities of Sheikh Zahid's khalifas in Anatolia was Sheikh Şa'bân-ı Velî (d.1569). This person, who was born in Kastamonu in the last quarter of the 15th century, received his high madrasa education in Istanbul, later matured under the Sufi training of Konrapalı Hayreddin Efendi, who had a dervish lodge around Bolu, and was given the duty of guidance in his hometown, Kastamonu. Şa'bân-ı Velî gave lectures in different dervish lodges in Kastamonu and trained students and khalifas. In this study, brief information is given about Sheikh Zahid's understanding of Sufi thought, the life and legends of Şa'bân-ı Velî, who laid the foundations of Şa'bâniyya in Kastamonu two and a half centuries later, are examined, and the roles of these two great Sufis in Turkish-Islamic Sufism life are discussed. Keywords: Sufism Life, Khalvetiyya, Şa'bâniyya, Kastamonu, Azerbaijan.
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Kalacheva, Galina E., Anastasiya V. Bakhmutskaya, and Natalya Y. Letyarina. "FORMATION OF ECOLOGICAL CULTURE OF STUDENTS ON THE EXAMPLE OF THE ACTIVITIES OF THE SECONDARY SCHOOL OF SENGILEI NAMED AFTER HERO OF THE SOVIET UNION N.N. VERBIN." In Treshnikov readings – 2022 Modern geographical global picture and technology of geographic education. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2022. http://dx.doi.org/10.33065/978-5-907216-88-4-2022-117-118.
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Asku, Uğurcan, Veysal Bayram Ali, and Alcan Cafer. "Sheikh Zahid Gilani and Other Azerbaijani Sufis in Nurbahş Kuhistani’s Silsile-i Evliya." In International Symposium Sheikh Zahid Gilani in the 800th Year of His Birth. Namiq Musalı, 2023. http://dx.doi.org/10.59402/ees01201803.
Abstract:
The paper evaluates Nurbahş Kuhistani and Silsile-i Evliya, who lived in the 15th century. In his work, Nurbahş Kuhistani deals with Azerbaijani sufis, in which he includes names and short biographies. It is given about other Sufis who lived in the same geography and time zone as Sayyid Nesimi. This information aims to understand how Sheikh Zahid and other Sufis emerged in a geography of knowledge. Identifying the names of many Sufis from Azerbaijan, drawing attention to the Sufis that exist in their life and culture environment will contribute to the understanding of the Sufi thought and cultural environment. Thus, the aim of this study is to determine the personalities of the Azerbaijani Sufis from a broader perspective. In this form, the declaration and its source are also important in terms of being the first work about the Sufis of Azerbaijan. The introduction of the book as a new literature on the history of Azerbaijani sufi points to another importance of the paper. Nurbahş Kuhistani (d. 869/1464), on the other hand, is a great Sufi, who carried out activities around the philosophy of Sufism. Nurbahş Kuhistani, whose sect called Nurbahşiyye, was spread in Khorasan and Azerbaijan and had many disciples. Nurbahş Kuhistani included 254 sufis in his Arabic work Silsile-i Evliya. While these sufis were recorded to the cities of Azerbaijan such as Tabrizi, Shirvani and Bakuyi, they also gave Sufi schools which they were famous with in the form of Halveti and Ardabil. Keywords: Sheikh Zahid, Nurbahş Kuhistani, Azerbaijan, Silsile-i Evliya.
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Dallakyan, Tatyana E. "CHEMICAL ASPECT OF GEOECOLOGICAL STUDIES OF STUDENTS IN THE FRAMEWORK OF THE SCHOOL CIRCLE “ECOLOGICAL LABORATORY”." In Treshnikov readings – 2022 Modern geographical global picture and technology of geographic education. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2022. http://dx.doi.org/10.33065/978-5-907216-88-4-2022-146-148.
Abstract:
The article deals with the issues of environmental education of schoolchildren. The author suggests measures for the development of ecological culture of children on the basis of an integrated course, with the predominant role of chemistry. The importance of research activity, which combines the theoretical and practical foundations of the study of ecology, is noted.
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Rosavina, Tyesa. "The Development of Teaching Material of IPS Based Geographic Environment of Grade Students of Elementary School." In Proceeding of the 2nd International Conference Education Culture and Technology, ICONECT 2019, 20-21 August 2019, Kudus, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.20-8-2019.2288131.
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Cmeciu, Doina, and Camelia Cmeciu. "VIRTUAL MUSEUMS - NON-FORMAL MEANS OF TEACHING E-CIVILIZATION/CULTURE." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-108.
Abstract:
Considered repositories of objects(Cuno 2009), museums have been analysed through the object-oriented policies they mainly focus on. Three main purposes are often mentioned: preservation, dissemination of knowledge and access to tradition. Beyond these informative and cultural-laden functions, museums have also been labeled as theatres of power, the emphasis lying on nation-oriented policies. According to Michael F. Brown (2009: 148), the outcome of this moral standing of the nation-state is a mobilizing public sentiment in favour of the state power. We consider that the constant flow of national and international exhibitions or events that could be hosted in museums has a twofold consequence: on the one hand, a cultural dynamics due to the permanent contact with unknown objects, and on the other hand, some visibility strategies in order to attract visitors. This latter effect actually embodies a shift within the perception of museums from entities of knowledge towards leisure environments. Within this context where the concept of edutainment(Eschach 2007) seems to prevail in the non-formal way of acquiring new knowledge, contemporary virtual museums display visual information without regard to geographic location (Dahmen, Sarraf, 2009). They play ?a central role in making culture accessible to the mass audience(Carrazzino, Bergamasco 2010) by using new technologies and novel interaction paradigms. Our study will aim at analyzing the way in which civilization was e-framed in the virtual project ?A History of the World in 100 Objects, run by BBC Radio 4 and the British Museum in 2010. The British Museum won the 2011 Art Fund Prize for this innovative platform whose main content was created by the contributors (the museums and the members of the public). The chairman of the panel of judges, Michael Portillo, noted that the judges were impressed that the project used digital media in ground-breaking and novel ways to interact with audiences. The two theoretical frameworks used in our analysis are framing theories and critical discourse analysis. ?Schemata of interpretation? (Goffman 1974), frames are used by individuals to make sense of information or an occurrence, providing principles for the organization of social reality? (Hertog & McLeod 2001). Considered cultural structures with central ideas and more peripheral concepts and a set of relations that vary in strength and kind among them? (Hertog, McLeod 2001, p.141), frames rely on the selection of some aspects of a perceived reality which are made more salient in a communicating text or e-text. We will interpret this virtual museum as a hypertext which ?makes possible the assembly, retrieval, display and manipulation? (Kok 2004) of objects belonging to different cultures. The structural analysis of the virtual museum as a hypertext will focus on three orders of abstraction (Kok 2004): item, lexia, and cluster. Dividing civilization into 20 periods of time, from making us human (2,000,000 - 9000 BC) up to the world of our making (1914 - 2010 AD), the creators of the digital museum used 100 objects to make sense of the cultural realities which dominated our civilization. The History of the World in 100 Objects used images of these objects which can be considered ?as ideological and as power-laden as word (Jewitt 2008). Closely related to identities, ideologies embed those elements which provide a group legitimation, identification and cohesion. In our analysis of the 100 virtual objects framing e-civilization we will use the six categories which supply the structure of ideologies in the critical discourse analysis framework (van Dijk 2000: 69): membership, activities, goals, values/norms, position (group-relations), resources. The research questions will focus on the content of this digital museum: (1) the types of objects belonging to the 20 periods of e-civilization; (2) the salience of countries of origin for the 100 objects; (3) the salience of social practices framed in the non-formal teaching of e-civilization/culture; and on the visitors? response: (1) the types of attitudes expressed in the forum comments; (2) the types of messages visitors decoded from the analysis of the objects; (3) the (creative) value of such e-resources. References Brown, M.F. (2009). Exhibiting indigenous heritage in the age of cultural property. J.Cuno (Ed.). Whose culture? The promise of museums and the debate over antiquities (pp. 145-164), Princeton, Oxford: Princeton University Press. Carrazzino, M., Bergamasco, M. (2010). Beyond virtual museums: Experiencing immersive virtual reality in real museums. Journal of Cultural Heritage, 11, 452-458. Cuno, J. (2009) (Ed.). Whose culture? The promise of museums and the debate over antiquities (pp. 145-164), Princeton, Oxford: Princeton University Press. Dahmen, N. S., & Sarraf, S. (2009, May 22). Edward Hopper goes to the net: Media aesthetics and visitor analytics of an online art museum exhibition. Visual Communication Studies, Annual Conference of the International Communication Association, Chicago, IL. Eshach, H. (2007). Bridging in-school and out-of-school learning: formal, non-formal, and informal education . Journal of Science Education and Technology, 16 (2), 171-190. Goffman, E. (1974). Frame analysis: An essay on the organization of experience. Cambridge, MA: Harvard University Press. Hertog, J.K., & McLeod, D. M. (2001). A multiperspectival approach to framing analysis: A field guide. In S.D. Reese, O.H. Gandy, & A.E. Grant (Eds.), Framing public life: Perspective on media and our understanding of the social world (pp. 139-162). Mahwah, NJ: Lawrence Erlbaum Associates. Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of Research in Education, 32 (1), 241-267. Kok, K.C.A. (2004). Multisemiotic mediation in hypetext. In Kay L. O?Halloren (Ed.), Multimodal discourse analysis. Systemic functional perspectives (pp. 131-159), London: Continuum. van Dijk, T. A. (2000). Ideology ? a multidisciplinary approach. London, Thousand Oaks, New Delhi: Sage.
Reports on the topic "Culture in school geography":
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Vaughter, Philip, Ying-Syuan (Elaine) Huang, and Jonghwi Park. Climate Change Displacement and the Right to Education in Small Island Developing States. United Nations University Institute for the Advanced Study of Sustainability, July 2023. http://dx.doi.org/10.53326/lnzk2579.
Abstract:
This policy brief addresses issues of education rights in the context of climate change and potential climate change displacement for SIDS residents. Challenges to adapting learning systems in the context of climate change are common to many SIDS and other countries, but SIDS also face unique challenges due to their geography, culture, and economic activities. It provides the following recommendations to build the resilience of education systems in SIDS to meet the needs of people displaced by climate change: (i) build and maintain multiple facilities that can serve as evacuation centres so schools can continue as learning facilities in the aftermath of extreme weather events; (ii) continue to develop teaching materials and pedagogies within SIDS’ education systems to be employed during times of disruption, while ensuring learners’ socialisation needs are met in the case of online or distance learning; (iii) create parallel curricular competencies between SIDS and destination countries, and advocate for access to education and training in any bilateral or multilateral arrangements for mobility and migration.
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Reimer, David, Emil Smith, Ida Gran Andersen, and Bent Sortkær. Forskningsprojekt Exploring School Culture. Afslutningsrapport. DPU, Aarhus Universitet, 2023. http://dx.doi.org/10.7146/aul.506.
Abstract:
Denne rapport har til formål at afdække resultaterne af forskningsprojektet Exploring School Culture (ESCU). ESCU er ledet af professor David Reimer og placeret på Danmarks Institut for Pædagogik og Uddannelse, Aarhus Universitet. Projektet er støttet af Velux Fonden [Bevillingsnummer 00017032] og strakte sig fra marts 2018 til december 2022.
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Souch, Catherine, and Steve Brace. Geography of geography: the evidence base. Royal Geographical Society (with IBG), November 2020. http://dx.doi.org/10.55203/xqlb9264.
Abstract:
The Society, along with the wider geographical community, has known for a long time that geography attracts a disproportionately low number of young people from disadvantaged and Black and ethnic minority backgrounds to study the subject. We knew national participation trends but had little benchmark data at regional and school levels. And it is only by knowing more about who is choosing geography at school and university (and, importantly, who doesn’t), and how the rates of uptake and progression vary that we will be able to develop effective interventions to address the inequalities and ensure that geography is a vibrant discipline. The Society therefore commissioned a significant piece of independent research using the Department for Education’s National Pupil Database and linked HESA data (information on students at university) to answer our questions. Given the source of the schools data, the results are for England only for the period from 2009/10 to 2017/18.
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Smith, Emil, David Reimer, Ida Gran Andersen, and Bent Sortkær. Exploring School Culture: Technical report for data collection. Aarhus University Library, 2021. http://dx.doi.org/10.7146/aul.403.
Abstract:
This report describes the process of selecting and recruiting schools, classes and teachers to take part in the Exploring School Culture (ESCU) survey. The ESCU survey was part of the “Exploring School Culture” research project, funded by the Velux foundation. The survey was conducted among Danish 6th and 9th grade students and their respective teachers in the subjects mathematics and Danish during spring 2019.
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Stanley, Louise, and Inke Näthke. School of Life Sciences Culture Strategy 2022-2025. University of Dundee, July 2022. http://dx.doi.org/10.20933/100001258.
Abstract:
We expect performance at the highest standard for everything we do. This must be supported by an excellent culture where contributions from everyone in our community are valued and recognised: academics with responsibilities in research, learning and teaching, and professional support. For staff and their work to flourish, everyone needs to feel part of a creative, open, equitable, and inclusive environment where we actively help and support each other to succeed and reach our full potential. A positive culture in our school is the foundation for our high performance community. It sustains our ambitious goals to train and educate the future generation of scientists and perform world-leading research with a positive impact on the world. We expect everyone in our community to work to the highest standard of integrity, not only in how we conduct our teaching and research, but also how we work together, treat each other and how we interact with other stakeholders. This document outlines our strategy for culture in the School.
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Smith, Emil. Exploring School Culture: Technical report for data collection. Aarhus University, 2021. http://dx.doi.org/10.7146/aul.507.
Abstract:
The following is a description of the process of selecting and recruiting schools, classrooms and teachers for the completion of the Exploring School Culture (ESCU) survey. The ESCU-survey was part of the “Exploring School Culture” research project, funded by the Velux foundation. The survey was collected among Danish 6th and 9th students and their respective mathematics and Danish teachers, during the first half of 2019. The following topics will be addressed: Survey development and validation Sampling process Recruitment Non-response Comparison of respondents to full population of students The full questionnaires are specified in the appendix.
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McDanel de García, Mary Anne. THE REST OF THE SCHOOL. Mission, Climate, Culture, and Leadership. Institución Universitaria Colombo Americana, 2018. http://dx.doi.org/10.26817/paper.03.
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Бондаренко, Ольга Володимирівна, Олена Володимирівна Пахомова, and Володимир Йосипович Засельський. The use of cloud technologies when studying geography by higher school students. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/3254.
Abstract:
Abstract. The article is devoted to the topical issue of the cloud technologies implementation in educational process in general and when studying geography, in particular. The authors offer a selection of online services which can contribute to the effective acquisition of geographical knowledge in higher school. The publication describes such cloud technologies as Gapminder, DESA, Datawrapper.de, Time.Graphics, HP Reveal, MOZAIK education, Settera Online, Click-that-hood, Canva, Paint Instant. It is also made some theoretical generalization of their economic, technical, technological, didactic advantages and disadvantages. Visual examples of application are provided in the article. The authors make notice that in the long run the technologies under study should become a valuable educational tool of creation virtual information and education environments connected into common national, and then global, educational space.
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Bondarenko, Olga V., Olena V. Pakhomova, and Vladimir I. Zaselskiy. The use of cloud technologies when studying geography by higher school students. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3261.
Abstract:
The article is devoted to the topical issue of the cloud technologies implementation in educational process in general and when studying geography, in particular. The authors offer a selection of online services which can contribute to the effective acquisition of geographical knowledge in higher school. The publication describes such cloud technologies as Gapminder, DESA, Datawrapper.de, Time.Graphics, HP Reveal, MOZAIK education, Settera Online, Click-that-hood, Canva, Paint Instant. It is also made some theoretical generalization of their economic, technical, technological, didactic advantages and disadvantages. Visual examples of application are provided in the article. The authors make notice that in the long run the technologies under study should become a valuable educational tool of creation virtual information and education environments connected into common national, and then global, educational space.
10
Ray, Maureen. School Culture and the Affective Learning Needs of Latino Long-term English Learners. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2206.