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Record identifier : 565974
Personal Name - Primary Intelectual Responsibility : Manahan, David William
Title and statement of responsibility : A critical pedagogy of place: Rethinking the teaching and learning of geography in higher education [Thesis]
Publication, Distribution,Etc. : University of California, Davis, 2006
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , University of California, Davis
Summary or Abstract : In our inter-connected world, geographic knowledge is vital to understanding the complex geo-political and economic relationships, increasingly problematic environmental issues, and inequalities prevalent in all human populations. In this study, I evaluate the teaching and learning of geography in higher education on many fronts. First, I outline the need in this age of globalization for a geographically literate public. Second, I demonstrate Americans' lack of understanding and interest in geography. Third, I discuss and critique a series of reasons for this illiteracy and apathy: disconnected lifestyles, lack of geographic exposure and value, ineffectual classroom pedagogy, and disciplinary confusion. In this critiquing process, I, fourth, embed these reasons into scales of influence, from individual (folk pedagogies) to institutional (disciplinary culture) to societal (master narratives). I also, fifth, address avenues of possible change: a new mission for the discipline based in progressive pedagogies and eco-social justice; a classroom pedagogy more aligned with student needs, the wishes of geographers, and the educational literature; an institutional shift from "teaching" to "learning," with the adoption of Boyer's (1990) scholarships; and a shift in society's master narratives to ones that foster sustainability instead of domination..
Information of biblio record : TL
 
 
 
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