Geographic Contributions to Institutional Curriculum Reform in Australia: The Challenge of Embedding Field-Based Learning

Autor/inn/en	Lloyd, Kate; Howitt, Richard; Bilous, Rebecca; Clark, Lindie; Dowling, Robyn; Fagan, Robert; Fuller, Sara; Hammersley, Laura; Houston, Donna; McGregor, Andrew; McLean, Jessica; Miller, Fiona; Ruming, Kristian; Semple, Anne-Louise; Suchet-Pearson, Sandie
Titel	Geographic Contributions to Institutional Curriculum Reform in Australia: The Challenge of Embedding Field-Based Learning
Quelle	In: Journal of Geography in Higher Education, 39 (2015) 4, S.491-503 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2015.1103710
Schlagwörter	Foreign Countries; Geography; Geography Instruction; Curriculum Development; Educational Change; Neoliberalism; Experiential Learning; Field Experience Programs; Undergraduate Students; Undergraduate Study; Partnerships in Education; School Community Relationship; Australia + Suchen Sie Ihr Suchwort? Ausland; Geografie; Geography education; Geography lessons; Geografieunterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Neo-liberalism; Neoliberalismus; Experiental learning; Erfahrungsorientiertes Lernen; Praxisnahes Lernen; Grundstudium; Hochschulpartnerschaft; Australien
Abstract	In the context of continuing pressures from managerialist and neoliberal drivers of university reform in Australia, Macquarie University's recent undergraduate curriculum innovation, based on "People," "Planet," and "Participation," has resulted in the embedding and integration of experiential learning in its curriculum and institutional framework. Such an approach challenges academic and administrative staff, students, and partners in industry, the community and public sector settings, to engage and collaborate across significant boundaries. This article outlines the scope and nature of the curriculum reform, then considers the way geographers have both shaped and responded to the opportunities it created. In so doing, it proposes a number of challenges and recommendations for geographers who might seek to extend their longstanding commitment to field-based learning through similar reforms. In this regard, the discipline of geography and its tendency to engage with the "field" can offer much in fostering deeply transformative learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01