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is mistreated, the culture is a-cultured, and Galician people are migrating or dying.We cannot be happy by just waiting: we want to shake this great Atlantic rock, andeverybody who wants to work with us will be welcome.We need to think bearing Galicia in mind. If our territory, our culture, our societyhas unique elements, also our way to think and to make things has to reflect thesecircumstances. But we cannot forget that we are and we want to continue being inthe World. This obliges us to reflect and to have conscience that an hypothetic changein the global scale only can be possible through a lot of changes in the local scale.Nowadays, Galician Geography was only able to have a little growth, despite thatthe existence of very good approaches of professionals working and researching inGalicia. Also regarding to this we are an appendix of what it is currently done inSpain.The building of a Galician Geography from a critical-radical perspective was acomplicated task. It was necessary to show less well-known authors in Galician Geographythrough works, notes and papers. This has been achieved with David Harvey,Doreen Masey, Neil Smith, Don Mitchell, among others. It was also necessary tolink Galician problems with the new trends in spatial analysis: the analysis of thelandscape (E. Cuínas), the concerns about gender and exclusion spaces (X. Santos),the climatic evolution and the associated hazards (A. Martí and M. Cabalar), the newinterpretations of the urban universe, with issues like gentrification and segregation(B. Estêvez, M. J. Piñeira and R. Sanz), the mobility as the big challenge of the 21 thcentury (M. Pazos), the topic of Social Geography associated to demographic processes(J. A. Aldrey), the territorial configuration, the concept of border and humanterritoriality (R. C. Lois and X. Santos), the cultural transformation of societies, thespatial context and the arising of a new scientific episthemology in the postmodernity(X. Constenla), the conflict of the industrial sector in Galicia (A. Miramontesand L. Ulloa), and also the problems associated to the fishing sector (analyzed byseveral authors).In this aim, the constant invitation to non Geography-linked people enriches thedebates. We want to build Galician Geography, without closing our ears to experienceswhich can be useful for us. In order to do this, we invited to participate in ourproject -in the journal but also in the activities- to professors and professionals fromCatalunya, the Balearic Islands, the Basque Country or Madrid, but also to peopleworking in Brazil, Paraguay, Japan and Europe (Bulgaria, Germany, the Netherlands,Ireland or Portugal).We don´t want to lose our identity and ideology, nor our language or culture. Thisis the reason that our activities run in Galician language and we renounce –to haveclear ideas and clean hands- institutional economic help. We opted from the beginningfor self-management.It is important to say that ABALAR does not have associated people. There arenot ecomomic fees nor hierarchies: ABALAR has horizontal structures, where auniversitary professor has the same category as an unemployed person. Somebodypublishing something in the journal, somebody participating in our activities, butalso somebody taking part in them is counted as a member of the Project.124
Figure 2. Drawing for the number 3 of thejournal (Designed by Ultravioleta).(“Galician Geography under construction”)After a long wait, we can say that Galician Geography–in the context of Social Sciences in Galicia– has beenin a period of uninterrupted expansion for more than adecade (aproximately). Nevertheless, the members ofthe Galician Geography scientific community cannotbe satisfied nor shout too loud, basically because thissentence, despite being true, is also very weak and verynew. We are not facing a situation of scientific hegemony(and we wouldn´t want it for Geography), nor also are wea wide and well-organized community. The opposite isthe case, we must talk about the fact that this situation isthe result of the “doing” and “thinking” of a non-shapedcommunity, without institutional help (Figure 2).Fortunately, Geography as a science and also as aprofession has shown once again that it is over all of usand all the personalinterests that can andcould exist. Nevertheless,with all theprocesses in movementin Galicia, wemust try to support ameeting space. Galiciangeographersneed it, because we Figure 3: Cartoon for the first edition of the Journal (Desgined by Ultravioleta)are used to live back(“I am a Geographer and I am proud of it… Sometimes more than another ones”)to back among us, lying in the deepness of ostracism and in the most serious of thevulnerabilities. As a result, to appear suddenly in History or Geography means toforget about our scientific and personal prejudgements, bearing in mind that theimportant issue in these structures is the usefulness to the collective which integratesthem and, as an extension, to the rest of society –in this case to the citizenship ofGalicia–, hosting them.A different question from crazy enthusiasm and from overflowing arrogance ispride (Figure 3). Pride as a symptom of dignity. We must be proud of being geographersin Galicia, originators of the very much needed spatial-based studies. Moststill live in deep ignorance of this sense, facing away from Geography. So: we musthave self-esteem, of course, but this must be corrected by prudence and humbleness.We still are the “poor sister” of Social Sciences, despite everything.References1. ABALAR. 2003. “Editorial-Manifesto”, en abalar, a xeografía galega en construcción.Abalar (№ 0), Santiago de Compostela.2. ABALAR. 2003. “Editorial”, in abalar, a xeografía galega en construción. Abalar (№ 1),Santiago de Compostela.125
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Changing Horizons inGeography Educa
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ContributorsAnouk AdangFaculty of G
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Margaret C. KeaneSt Mary’s Univer
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Artur ReligaDepartment of Geography
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Contents1. Exciting Geography......
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Barbara Katharina Mayerhofer, Teach
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How to design and implement excitin
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only increase their motivation to l
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Ministry of Education. Having in mi
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eEurope and the Bologna agendaIn hi
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The main learning approachesencoura
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as a vibrant exciting subject at un
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include ICT as part of the educatio
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19. RICHARDSON J. A. 2001. Collabor
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class using identical instructions
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ability to hold and move a load is
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the range of practical activities.
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Multimedia learning of geographical
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• an organizer and manager of a l
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Geographical fieldwork in forestsJa
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One of these field study laboratori
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learning“, to develop and then in
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egin). It is referred to the inter-
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overruled by the judge and some sus
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esses or their reciprocal relations
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formulated one of key principles in
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Dress rehearsalHow should a present
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of the world, but multiple maps of
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focused on landscape, climate, popu
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ments in academic geography, could
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Training geography teachers in Pola
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a series of intellectual as well as
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• optional subject (30 hours) use
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of the lower levels of education. H
Page 73 and 74: • the one-subject model: the cont
Page 75 and 76: delivery, and the methods of the pa
Page 77 and 78: • Pathways signal important tasks
Page 79 and 80: Geography competitions as stimuli f
Page 81 and 82: Figure 1. Changes in the structure
Page 83 and 84: Challenges for the futureNowadays t
Page 85 and 86: A perspective from the United State
Page 87 and 88: The process of GIS inquiry - Thinki
Page 89 and 90: Remote Sensing in Geography Educati
Page 91 and 92: IntroductionThe Democratic Republic
Page 93 and 94: images visualise the “tree vegeta
Page 95: PART TWOProfessional Developmentand
Page 98 and 99: Key elements of an introductory stu
Page 100 and 101: Some textbooks also provide self-le
Page 102 and 103: Geography programs and BolognaThere
Page 104 and 105: equirements. In the faculties of Ar
Page 106 and 107: Even though this only is a short an
Page 108 and 109: Background of international student
Page 110 and 111: students in their language skills.
Page 112 and 113: International collaboration in dist
Page 114 and 115: Designing and teaching the distance
Page 116 and 117: audio lectures - one for presenting
Page 118 and 119: enrolled in geography courses at po
Page 120 and 121: development experience. Whilst Craf
Page 122 and 123: Networking and social diffusion of
Page 126 and 127: 3. ABALAR. 2004. “Editorial”, i
Page 128 and 129: to gather process and store spatial
Page 130 and 131: 1. Fundamental to understanding GIS
Page 132 and 133: The Future of Geography and Geograp
Page 134 and 135: of geography. In Singapore Social S
Page 136 and 137: geography should become much more s
Page 138 and 139: the handful of disciplines that has
Page 140 and 141: and respected and the institutional
Page 142 and 143: 3. The strength of school and unive
Page 144 and 145: It is quite clear that Vidal de la
Page 146 and 147: Effective Practices in Distance Edu
Page 148 and 149: on to the other satellite school. O
Page 150 and 151: 4. Ministry of Education. 1999. The
Page 152 and 153: schools is the result of the role e
Page 154 and 155: • A statistically significant dif
Page 156 and 157: Charles University geography gradua
Page 158 and 159: Table 1. First job in studied field
Page 160 and 161: importance in geography study progr
Page 162 and 163: The Anglo-Saxon model was collectiv
Page 164 and 165: academic science. I do believe that
Page 166 and 167: can convene. Details of these modul
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Page 170 and 171: The assessment must form the basis
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The Relationship between Geography
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Geography and Territory Planning ha
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we wished, of course we have obtain
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Why Managers from Multinational Com
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able to have training in different
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ContextUtrecht University is a larg
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Typical is the very open atmosphere
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Times of Change for Geography Educa
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where it is divided into specific b
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• traditional versus progressive
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on European Dimension of Teaching g
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With the ongoing development of tel
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Figure 2. Present at Annual Congres
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It is expected that the more active
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An evaluation of geographyand geogr
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The problems of geography and geogr
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Europe in geographical education -
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Then these results were compared to
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Figure 9. Countries mentioned by th
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Internationalizing geography in hig
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nationalize their undergraduate and
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Groups also focus on international
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The Position of Geography Graduates
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have also affected the number ofGeo
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The majority answered that they wou
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In the Primary school curriculum, G
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the efficacy of the teaching and le
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228
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What Europe do we teach?A view from
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The regional approach is used in on
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The syllabi reflect mainly that the
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Geography Forum: Intercultural Lear
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Was Intercultural Competence promot
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of geographical education in our un
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Higher education (University) as a
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This table shows the importance of
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the studies on what exists, to cons
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248taught in the foreign language e
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as K. De Bot calls it, is a variety
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Do you speak European? or: Why even
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Years’ Religious War in the 17 th
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Why geographers should be able to s
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Intercultural education in Italian
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of geography in the process of inte
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9. BRUSA C., ed. 2002. Processi di
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Nowadays, according to the literatu
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In the gymnasium and in high school
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3. Dziennik Ustaw nr 61 z dnia 19 c
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Crick advocates these principles by
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dropping litter. There is circle ti
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and learning. Kerala is an exporter
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The role of geographical education
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ole: they form attitudes, views, pr
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Field lessons can engage the pupil
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to explore regional issues when tea
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Some backgroundFor a number of year
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issues that will shape the future g
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Geography and Environmental Science
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(2000) cautioned an awareness of cu
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Geography and Languages in Intercul
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Table 1. The most widely taught for
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the whole world will, according to
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References1. CALVET L. J. 2002. Le
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Sustainable development: let geogra
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predecessor “green,” or the pre
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8. GUNN A. S., “Professional Ethi
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Much research in Environmental Educ
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Sustainability, Development and Sec
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includes geography. The context is,
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• protected areas8. Landscape sec
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Developing geographical professiona
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tion contributes to the growth of e
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cooperative learning using as theor
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Studyng climate and water resources
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By signing and ratifying the Kyoto
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and political implications of plann
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8. UNITED NATIONS 1997. Kyoto Proto
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Conference Changing Horizons in Geo
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