Same Old Story: The Problem of Object-Based Thinking as a Basis for Teaching Distant Places

Autor/in	Martin, Fran
Titel	Same Old Story: The Problem of Object-Based Thinking as a Basis for Teaching Distant Places
Quelle	In: Education 3-13, 41 (2013) 4, S.410-424 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2013.819619
Schlagwörter	Stellungnahme; Foreign Countries; Geography; National Curriculum; Elementary Education; Stereotypes; Social Attitudes; Cultural Differences; Physical Geography; Cultural Influences; Consciousness Raising; Teacher Attitudes; Elementary School Teachers; Student Teachers; Student Teacher Attitudes; Semi Structured Interviews; Ethnography; Participant Observation; Ethnic Diversity; Gambia; India; United Kingdom; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Geografie; Elementarunterricht; Klischee; Social attidude; Soziale Einstellung; Kultureller Unterschied; Physische Geografie; Cultural influence; Kultureinfluss; Bewusstseinsbildung; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Ethnografie; Teilnehmende Beobachtung; Indien; Großbritannien
Abstract	The English Geography National Curriculum encourages primary teachers to focus on similarities and differences when teaching distant places. The issues this raises are particularly acute when teaching geography in the context of the Global South. In this article I argue that comparisons based on object-based thinking can lead to views of the "Other" that undermine attempts to challenge stereotypes and develop positive attitudes towards difference. Relational thinking is proposed as an alternative, where difference is seen as a relation rather than a distinction. Drawing on an Economic and Social Research Council research project, these alternative ways of thinking are explored through research participants' constructions of culture and identity during study visits to Southern India and The Gambia. The implications for primary teachers are considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10