Teaching geography for a sustainable world: a case study of a secondary school in Spain

Granados Sanchez, J. (2011) Teaching geography for a sustainable world: a case study of a secondary school in Spain. Review of International Geographical Education Online : RIGEO, 1(2), pp. 158-182.

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Abstract

Geography has a major responsibility in delivering education for sustainable development (ESD), especially because the geographical concepts of place and space are key dimensions for the analysis and pursuit of sustainability. This paper presents the results of a research that investigated how the teaching of geography in secondary education in Catalonia (Spain) contributes to ESD. For the development of this research it was explored what is involved in understanding and resolving issues about sustainable development and how geography teachers might best conceptualize and teach in this new domain. As a result of this theoretical reflection it has been defined a proposal or model for reorienting the geography curriculum from the basis of the ESD paradigm, which is based and structured in four groups of criteria and recommendations as follows: recommendations for defining competences and learning objectives; criteria for selecting geographical contents and themes; criteria for selecting geographical areas and for the use of scale; and finally, recommendations for choosing the most suitable teaching and learning approach.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Granados Sanchez, Dr Jesus
Authors: Granados Sanchez, J.
College/School:College of Social Sciences > School of Education > Social Justice Place and Lifelong Education
Journal Name:Review of International Geographical Education Online : RIGEO
Publisher:RIGEO
ISSN (Online):2146-0353
Copyright Holders:Copyright © 2011 RIGEO
First Published:First published in Review of International Geographical Education Online : RIGEO 1(2):158-182
Publisher Policy:Reproduced in accordance with the copyright policy of the publisher

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