Teaching about Development in a Post-Development Society: The Case of Geography

Autor/in	Standish, Alex
Titel	Teaching about Development in a Post-Development Society: The Case of Geography
Quelle	In: International Research in Geographical and Environmental Education, 27 (2018) 3, S.199-215 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1038-2046
DOI	10.1080/10382046.2017.1367539
Schlagwörter	Foreign Countries; Geography Instruction; Economic Development; Social Development; Curriculum Development; Social Influences; Moral Values; Environmental Influences; Sustainable Development; Developing Nations; Poverty; Birth Rate; Public Health; Access to Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Geography education; Geography lessons; Geografieunterricht; Wirtschaftsentwicklung; Soziale Entwicklung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Sozialer Einfluss; Moral value; Ethischer Wert; Environmental influence; Umwelteinfluss; Nachhaltige Entwicklung; Developing country; Developing countries; Entwicklungsland; Armut; Gesundheitswesen; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	This article charts social and economic transformation in the developing world over recent decades by drawing on a number of different secondary data sources. I propose that this rapid change means that we need to re-think the teaching of development in the curriculum to move beyond a polarised view of developed versus developing. The article explores how the geography curriculum in England has been slow to capture this transformation due to the internalisation of post-development thought (the narrowing of notions of progress and human agency). Fears about environmental, social and moral limits have led to a prevailing standpoint that is sceptical of economic growth and large-scale development, and elevates consumption over the productive sphere. This standpoint is reflected in alternative theories of post-development and sustainable development which favour development that is small-scale, local and environmentally benign, all of which are embedded in the English geography curriculum. A case is made for re-claiming the meaning of development, necessitating an open exploration of how lives are being improved and cultural capital advanced as developing countries expand their productive potential and diversify their economies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01