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Investigating Geography

Investigating Geography

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Investigating Geography

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  1. Investigating Geography Margaret Roberts Annual Conference of the Geographical Association Manchester 2009

  2. Investigating geography • What questions does geography investigate? • How can pupils investigate geography? • How can we investigate the teaching and learning of geography?

  3. Geography The value of an academic subject depends on the extent to which it answers questions we are interested in…

  4. Questions • Why does the landscape vary? • How are Nungua and Teshi affected by Ghana’s 5 year development plan? • Why are the people of District 6 in Cape Town being moved? • What experiences do Y7 students have of Sheffield, the UK and the world? • Why is Southern Italy represented as it is? • Should the UK develop more nuclear power?

  5. How are Labadi and Teshi affected by Ghana’s 5 year development plan? Nungua Teshi Labadi

  6. Fishing

  7. Agriculture

  8. Why were people being moved from District Six?

  9. Everyone in the District died a little when it was pulled down…they had taken away our past and left the rubble…they had destroyed our community and left dust and memories’ Richard Rive

  10. Extract from letter: “We believed that this land was ours forever. We have made our homes here, developed the land, built schools … Now the South African Government wants us to move away. We love this land of ours…we own tractors, we plough maize and beans and often sell our surplus. We also own large herds of cattle…”

  11. A resettlement area in the ‘homeland’ of KaNgwane

  12. As geographers we have a special role – a truly creative and revolutionary one – that of helping to reveal the spatial malfunctionings and injustices, and contributing to the design of a spatial order of society in which people can be really free to fulfil themselves in a secure social setting where the rights of all are respected. This, surely, would be ‘progress in geography’ (1973, Smith, An introduction to Welfare Geography) Some states of affairs are bad, and should be struggled against and changed. Such was apartheid in South Africa. (Smith, 2000)

  13. Questions after apartheid: the land issue 80% of population 13% of land

  14. “Farming is at subsistence level” Copyright photograph, headed ‘Farming in the South’ from Waugh, D and Bushell, T, (2008) New Interactions, Nelson Thornes How is the South of Italy represented in textbooks?

  15. Copyright photograph, headed ‘Disadvantages of farming in the South’ from Waugh, D. and Bushell, T. (2008) New Interactions, Nelson Thornes

  16. In this enquiry you work for the New Cassa per il Mezzogiorno or fund for the south organisation. You have been given the task of seeking funds for the improvement schemes and have been asked to give a presentation to the EU and World Bank. Draw a star diagram to show the main problems of the south Show how life in rural areas may be improved? What schemes do you think would bring most benefit? Copyright illustration to accompany the ‘enquiry’ , from Waugh, D. and Bushell, T. (2008) New Interactions, Nelson Thornes

  17. Copyright photographs of tomato production in Campania, vines in Puglia and orange production in Sicily. Copyright map of agricultural products of Puglia. All in an atlas produced for primary school children in Italy: De Agostini. (2006) Atlante Geografico di Base, per la scuola primaria, Instituto Geografico D’Agostini

  18. Factors affecting agriculture (in atlas) Campania • ‘The Romans called it ‘happy Campania’ because of the fertility of its plains and the gentleness of its climate.’ Puglia • ‘Blessed with a good Mediterranean climate and characterised by a landscape almost without hills’ Extracts from: De Agostini. (2006) Atlante Geografico di Base, per la scuola primaria, Instituto Geografico D’Agostini

  19. Representing the other Ways in which ‘othering’ is achieved: • Naming and treating a place as an undifferentiated entity • Stereotyping: simplifying and exaggerating a few characteristics; omission; fixing • Representing the other in developmental terms • Marginalising: presenting as peripheral

  20. Why a negative geographical imagination? • Mountjoy (1973) Problem Regions of Europe: The Mezzogiorno • ‘Europe ends at Naples and ends badly, Calabria, Sicily and all the rest belong to Africa’ Creuze de Lesser, 1806 • AC Milan: Welcome to Europe

  21. Investigating the subject: summary • The range of questions geographers ask has changed. • The questions are influenced by changing conceptual frameworks. • There are different ways of constructing geography and different ways of seeing the world

  22. Investigating geography • What questions does geography investigate? • How can pupils investigate geography? • How can we investigate the teaching and learning of geography?

  23. A framework for learning through enquiry • Creating a need to know • Using data • Making sense of data • Reflecting on learning

  24. Creating a need to know: stance Copyright photograph of birds migrating – from Google images

  25. Creating a need to know: Stimulus and speculation Map of Antarctica from: 7summits.com/vinson/maps.php Plus photograph of Michael Palin

  26. Creating a need to know: Press conference

  27. Reports Newspaper articles Advertisements Brochures Photographs Paintings Film Cartoons Google Earth Google Street View Atlas maps OS maps Weather Maps Statistics Graphs Personal knowledge Artefacts Types of data

  28. Earthquake in L’Aquila www.bbc.co.uk

  29. The Atlas of the Real World

  30. Results 1 - 10 of about 1,370,000 for ItalianearthquakeL'Aquila.

  31. Three newspaper clippings showing diagrams of the Boscastle floods – removed for copyright reasons

  32. Making sense

  33. Making sense Copyright photograph of Patriot Hills Copyright photograph of Mozambique floods

  34. Public Meeting role play • Should a new incinerator be built in Sheffield? • Which energy sources should the UK government encourage? • Where to locate a new hi-tech industry? • How should the area of waste land opposite the school in Barnsley be developed? • How should the Brazilian Government respond to conflicting land claims in Amazonia?

  35. Copyright photographs of Antarctica Reflecting on learning

  36. Investigating geography • What questions does geography investigate? • How can pupils investigate geography? • How can we investigate the teaching and learning of geography?