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Recontextualising geography in education

Fargher, Mary.

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Recontextualising geography in education

Record Type:	Electronic resources : Monograph/item
Title/Author:	Recontextualising geography in education/ edited by Mary Fargher, David Mitchell, Emma Till.
other author:	Fargher, Mary.
Published:	Cham :Springer International Publishing : : 2021.,
Description:	vi, 190 p. :ill. (some col.), digital ;24 cm.
[NT 15003449]:	Chapter 1. Introduction: Why Recontextualise Geography in Education? Part I: Theorising Recontextualising Geography -- Chapter 2. The Challenge of Recontextualisation and Future 3 Curriculum Scenarios : An Overview -- Chapter 3. Recontextualisation: Selecting and Expressing Geography's 'big ideas' -- Chapter 4. Questioning Recontextualisation: Considering Recontextualisation's Geographies.0 Chapter 5. Reflecting on Knowledge and Primary Geography -- Chapter 6. A Call to View Disciplinary Knowledge through the Lens of Geography Teachers' Professional Practice -- Chapter 7. The Role of Students in the Recontextualisation and Transformation of Powerful Knowledge: A Study of 6th form Geography Students -- Chapter 8. Practising Powerful Geographical Knowledge to Develop Understanding of Interdependence -- Chapter 9. Recontextualisation continued: Designing and Evaluating Conceptual Learning in Geography Lessons -- Chapter 10. Teaching about Space and Place - The Example of Everyday Geographies of Young People Living in the Slums of Nairobi, Kenya -- Chapter 11. From Fast Fashion to Slow Fashion - Raising Awareness of Young People for Sustainable Production and Consumption -- Chapter 12. Reflecting on Recontextualising Geography in Education.
Contained By:	Springer Nature eBook
Subject:	Geography - Study and teaching -
Online resource:	https://doi.org/10.1007/978-3-030-73722-1
ISBN:	9783030737221

Recontextualising geography in education
Recontextualising geography in education[electronic resource] /edited by Mary Fargher, David Mitchell, Emma Till. - Cham :Springer International Publishing :2021. - vi, 190 p. :ill. (some col.), digital ;24 cm. - International perspectives on geographical education,2367-2781. - International perspectives on geographical education..

Chapter 1. Introduction: Why Recontextualise Geography in Education? Part I: Theorising Recontextualising Geography -- Chapter 2. The Challenge of Recontextualisation and Future 3 Curriculum Scenarios : An Overview -- Chapter 3. Recontextualisation: Selecting and Expressing Geography's 'big ideas' -- Chapter 4. Questioning Recontextualisation: Considering Recontextualisation's Geographies.0 Chapter 5. Reflecting on Knowledge and Primary Geography -- Chapter 6. A Call to View Disciplinary Knowledge through the Lens of Geography Teachers' Professional Practice -- Chapter 7. The Role of Students in the Recontextualisation and Transformation of Powerful Knowledge: A Study of 6th form Geography Students -- Chapter 8. Practising Powerful Geographical Knowledge to Develop Understanding of Interdependence -- Chapter 9. Recontextualisation continued: Designing and Evaluating Conceptual Learning in Geography Lessons -- Chapter 10. Teaching about Space and Place - The Example of Everyday Geographies of Young People Living in the Slums of Nairobi, Kenya -- Chapter 11. From Fast Fashion to Slow Fashion - Raising Awareness of Young People for Sustainable Production and Consumption -- Chapter 12. Reflecting on Recontextualising Geography in Education.

In this book international geography educators discuss the ways in which geographical knowledge is recontextualised in schools and consider effective approaches to facilitate, improve and advance geography education in research and practice. It addresses key topics in recontextualising geography such as the epistemic relationships between the university discipline and the school subject, designing and evaluating the geography curriculum, the role of students in the transformation of knowledge in the classroom and selecting and transforming geographical content knowledge for the primary school curriculum. At an international level, the contributors and editors bring together an advanced collection of research and discussion surrounding the opportunities and challenges of recontextualising geography in education. The book is of interest to geography educators internationally, including academics at universities, teachers in schools, and professional geographers with an interest in education.

ISBN: 9783030737221

Standard No.: 10.1007/978-3-030-73722-1doiSubjects--Topical Terms:

3531986
Geography
--Study and teaching

LC Class. No.: G73 / .R43 2021

Dewey Class. No.: 910.71

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505 0 $a Chapter 1. Introduction: Why Recontextualise Geography in Education? Part I: Theorising Recontextualising Geography -- Chapter 2. The Challenge of Recontextualisation and Future 3 Curriculum Scenarios : An Overview -- Chapter 3. Recontextualisation: Selecting and Expressing Geography's 'big ideas' -- Chapter 4. Questioning Recontextualisation: Considering Recontextualisation's Geographies.0 Chapter 5. Reflecting on Knowledge and Primary Geography -- Chapter 6. A Call to View Disciplinary Knowledge through the Lens of Geography Teachers' Professional Practice -- Chapter 7. The Role of Students in the Recontextualisation and Transformation of Powerful Knowledge: A Study of 6th form Geography Students -- Chapter 8. Practising Powerful Geographical Knowledge to Develop Understanding of Interdependence -- Chapter 9. Recontextualisation continued: Designing and Evaluating Conceptual Learning in Geography Lessons -- Chapter 10. Teaching about Space and Place - The Example of Everyday Geographies of Young People Living in the Slums of Nairobi, Kenya -- Chapter 11. From Fast Fashion to Slow Fashion - Raising Awareness of Young People for Sustainable Production and Consumption -- Chapter 12. Reflecting on Recontextualising Geography in Education.
520 $a In this book international geography educators discuss the ways in which geographical knowledge is recontextualised in schools and consider effective approaches to facilitate, improve and advance geography education in research and practice. It addresses key topics in recontextualising geography such as the epistemic relationships between the university discipline and the school subject, designing and evaluating the geography curriculum, the role of students in the transformation of knowledge in the classroom and selecting and transforming geographical content knowledge for the primary school curriculum. At an international level, the contributors and editors bring together an advanced collection of research and discussion surrounding the opportunities and challenges of recontextualising geography in education. The book is of interest to geography educators internationally, including academics at universities, teachers in schools, and professional geographers with an interest in education.
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