Geography Education Professionals' Understanding of Global Citizenship: Insights for a More Just Geography Curriculum

Autor/in	Kim, Gapcheol
Titel	Geography Education Professionals' Understanding of Global Citizenship: Insights for a More Just Geography Curriculum
Quelle	In: Theory and Research in Social Education, 51 (2023) 3, S.438-463 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2022.2159595
Schlagwörter	Geography Instruction; Global Approach; Citizenship; Foreign Countries; Politics; Ethics; Global Education; World Problems; International Trade; Teaching Methods; Curriculum Development; South Korea + Suchen Sie Ihr Suchwort? Geography education; Geography lessons; Geografieunterricht; Globales Denken; Staatsbürgerschaft; Ausland; Politik; Ethik; Globales Lernen; Weltproblem; Trade; International relations; Handel; Internationale Beziehungen; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Korea; Republik
Abstract	This study aims to articulate how the language of the geography curriculum privileges modernist discourses of global citizenship at the expense of others. Drawing on the work of two critical scholars, empirical data from South Korea reveals how geography education professionals (GEPs) engaged closely with the (re)production of geographical knowledge that perpetuates totalizing and non-inclusive discourses about the world. To achieve a more just geography curriculum, this study suggests that GEPs engage with a contextualized, empirical understanding of students' engagement with knowledge concerning global others and discuss the politics and ethics of curriculum knowledge, in addition to the responsibilities involved in "writing the world." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01