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Children are born explorers, full of wonder and hungry for stories
about the world. What role might geography teaching play? What
geographical stories do we tell about the world? What stories do we
tell about geography itself? The book revisits an older vision of
geography that is much bigger than exams and memorising
information: dreams of adventure and discovery. But where
geography’s imperial past used these tools for domination and
control, this book reclaims exploration to nurture wonder and tell
better stories that work towards more just, equitable and
sustainable futures. Positioning geography teaching in relation to
major global challenges, author Steve Puttick argues that the
subject has a unique role to play through its ability to think
across natural and social sciences in equipping young people with
the skills and knowledge they need to respond. The book offers a
critical and accessible analysis of geography’s entanglements
with colonialism by exploring the striations of Empire in the
subject. Each chapter draws on a wide range of research in
geography, and finishes with practical activities and questions for
reflection that can be used individually and collectively to
support teachers’ ongoing professional development. The book is
essential reading for all geography teachers at any stage of their
career, as well as geography teacher educators, subject leads, and
school leaders with responsibility for curriculum development.
Children are born explorers, full of wonder and hungry for stories
about the world. What role might geography teaching play? What
geographical stories do we tell about the world? What stories do we
tell about geography itself? The book revisits an older vision of
geography that is much bigger than exams and memorising
information: dreams of adventure and discovery. But where
geography’s imperial past used these tools for domination and
control, this book reclaims exploration to nurture wonder and tell
better stories that work towards more just, equitable and
sustainable futures. Positioning geography teaching in relation to
major global challenges, author Steve Puttick argues that the
subject has a unique role to play through its ability to think
across natural and social sciences in equipping young people with
the skills and knowledge they need to respond. The book offers a
critical and accessible analysis of geography’s entanglements
with colonialism by exploring the striations of Empire in the
subject. Each chapter draws on a wide range of research in
geography, and finishes with practical activities and questions for
reflection that can be used individually and collectively to
support teachers’ ongoing professional development. The book is
essential reading for all geography teachers at any stage of their
career, as well as geography teacher educators, subject leads, and
school leaders with responsibility for curriculum development.
Mentoring Geography Teachers in the Secondary School supports both
new and experienced mentors in developing their knowledge and
skills in mentoring in geography education. Within the book,
chapter authors critically consider how mentoring has been
conceptualised and represented in policy and academic debate, as
well as examining how mentoring in geography education has been
experienced and perceived in practice. Chapters in the book explore
a range of perspectives, experiences and aspects of mentoring
geography teachers, including: * Critical engagement with
educational policy and practice * Perspectives from beginning
geography teachers * Mentoring as a professional development
opportunity * The value of engaging with the geography education
community in teacher education * How mentoring meetings and
conversations can support beginning geography teachers in their
growth and development This book is a vital source of support and
inspiration for all those involved in developing the next
generation of geography teachers. The themes of justice, agency and
voice - raised and engaged with implicitly and explicitly
throughout this edited collection - are of critical importance to
mentors, beginning teachers and geography education more broadly in
developing and enacting a progressive vision of mentoring.
Mentoring Geography Teachers in the Secondary School supports both
new and experienced mentors in developing their knowledge and
skills in mentoring in geography education. Within the book,
chapter authors critically consider how mentoring has been
conceptualised and represented in policy and academic debate, as
well as examining how mentoring in geography education has been
experienced and perceived in practice. Chapters in the book explore
a range of perspectives, experiences and aspects of mentoring
geography teachers, including: * Critical engagement with
educational policy and practice * Perspectives from beginning
geography teachers * Mentoring as a professional development
opportunity * The value of engaging with the geography education
community in teacher education * How mentoring meetings and
conversations can support beginning geography teachers in their
growth and development This book is a vital source of support and
inspiration for all those involved in developing the next
generation of geography teachers. The themes of justice, agency and
voice - raised and engaged with implicitly and explicitly
throughout this edited collection - are of critical importance to
mentors, beginning teachers and geography education more broadly in
developing and enacting a progressive vision of mentoring.
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