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of geographical education in our universities and schools as global communitiesof learners develop. Online communication using a Discussion Board as a tool forimproving students’ learning may prove a promising method to achieve this goal.That said, face to face collaborative learning is even more necessary, even in the ageof electronic communications.AcknowledgementsThe author would like to record her thanks to the students at St Mary’s University College,Belfast and at California State University, San Bernardino and their tutor, Michal Kohout,who participated in the Project, to Waverly Ray (CGGE) for organisational support andMichael Solem (CGGE) for ongoing advice.References1. BENNETT M.J. Towards ethnorelativism: A developmental model of intercultural sensitivity.In R.M.PAIGE (Ed.) Education for the intercultural experience Intercultural Press,Yarmouth, ME. pp. 21−71.2. CHEN G.M. and STAROSTA W. 2000. Communication and Global Society, Peter Lang,New York.3. DUNLOP J. 1995. A Precious Belonging: Presbyterians and the Conflict in Ireland,Blackstaff Press, Belfast.4. FABOS B. and AND YOUNG M.D. 1999. Telecommunications in the classroom:Rhetoric versus reality, Review of Educational Research 69(3) pp. 217−259.5. HALL, E.T. 1979. Beyond Culture, Garden City, NY, Anchor Australia.6. HARISIM L., STARR R.H., AHILTZ S.R. AND TUROFF M. 1995. Learning Networks.A Field Guide to Teaching and learning online, MIT Press, Cambridge, MA.7. LUNA-GARCIA A. SMITH J. SOLEM M. AND RAY W. 2004. Nationalism Instructor’sGuide, Online Center for Global Geography Education, Washington.8. MA R. 1994. Computer-mediated conversations as a new dimension of interculturalcommunication between Asian and North American College students. [in] S. C. HER-RING (Ed.), Computer-mediated communication, John Benjamins, Amsterdam.9. MCLAUGHLIN C AND LUCA J. 2001. Houston, we have a problem! [in:] D. Murphy,R. Walker and G, Webb. Online Learning and Teaching with technology; Case studies,Experience and Practice, Kogan Page, London and Sterling VA, pp. 44−54.10. MERRYFIELD M. 2003. Like a veil: Cross-cultural Experiential Learning Online.Contemporary issues in Technology and Teacher Education, 3 (2), pp. 146−171.240
Geography teaching and European citizenship:are things changing in France?Valérie Kociemba 1 , Mayté Banzo 21Agrégée de géographiee-mail: kociv@wanadoo.fr2Maître de conférencesUniversité de Bordeaux 3, UFR de Géographie et d’Aménagement,33607 Pessac Cedex, Francee-mail: mayte.banzo@u-bordeaux3.frAbstractThe objective of our contribution is to show how European citizenship in France is builtin French Secondary Education through geography teaching. This presents two specificcharacteristics, a great political centralism and the fact that geography has always has beentaught with history and civic education up until now.The current development of secondary level geography lasts for 5 years and puts citizenshipas a training aim. This is expressed by the creation of elitist European classes (openingtowards Europe, disciplines taught in another language, European “baccalauréat”, studytrips…) and the reformulation of history, geography and civic education programs aroundEuropean topics. All this allows the pupils to understand better what the European identityis and accordingly to built their European citizenship. The secondary school involvementin this reform contrasts with university position where a new reform (the Bologna process)is also taking place. Having more autonomy, universities develop their own programs. Theconsequences are a great diversity in the place given to Europe, and European topics inuniversity level courses.Key words: geography, geography teaching, European citizenship, university, Europeanclasses, French education programs, civic dimension, spatial analysis, territories of Nation-StatesIntroductionIn France, geography teaching in secondary school is in keeping with the historyteaching. History and geography, as well as civic education, are taught by the sameteachers and they represent 10% of the hours taught in High school. One of the majorproblems that geography faces, is the fact that most geography teachers are historygraduates. Most of them are not really comfortable with teaching geography and theytend to minimise their geography teaching. Geography is thus losing its visibility,legibility and some of its autonomy as a main subject.For French pupils, geography is a way to gain access to aspects of regarding citizenshipeducation. Through the different approaches, the teacher must promote notonly national citizenship but also a European one. How can this be done? What arethe means available to reach this goal? That is what we present in this paper, taking241
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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
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• the one-subject model: the cont
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delivery, and the methods of the pa
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• Pathways signal important tasks
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Geography competitions as stimuli f
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Figure 1. Changes in the structure
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Challenges for the futureNowadays t
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A perspective from the United State
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The process of GIS inquiry - Thinki
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Remote Sensing in Geography Educati
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IntroductionThe Democratic Republic
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images visualise the “tree vegeta
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PART TWOProfessional Developmentand
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Key elements of an introductory stu
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Some textbooks also provide self-le
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Geography programs and BolognaThere
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equirements. In the faculties of Ar
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Even though this only is a short an
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Background of international student
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students in their language skills.
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International collaboration in dist
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Designing and teaching the distance
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audio lectures - one for presenting
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enrolled in geography courses at po
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development experience. Whilst Craf
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Networking and social diffusion of
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is mistreated, the culture is a-cul
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3. ABALAR. 2004. “Editorial”, i
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to gather process and store spatial
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1. Fundamental to understanding GIS
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The Future of Geography and Geograp
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of geography. In Singapore Social S
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geography should become much more s
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the handful of disciplines that has
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and respected and the institutional
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3. The strength of school and unive
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It is quite clear that Vidal de la
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Effective Practices in Distance Edu
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on to the other satellite school. O
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4. Ministry of Education. 1999. The
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schools is the result of the role e
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• A statistically significant dif
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Charles University geography gradua
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Table 1. First job in studied field
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importance in geography study progr
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The Anglo-Saxon model was collectiv
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academic science. I do believe that
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can convene. Details of these modul
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preparation and to some extent, tea
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The assessment must form the basis
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The teaching shall build on the pup
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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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Page 192 and 193: • traditional versus progressive
Page 194 and 195: on European Dimension of Teaching g
Page 196 and 197: With the ongoing development of tel
Page 198 and 199: Figure 2. Present at Annual Congres
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Page 202 and 203: An evaluation of geographyand geogr
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Page 208 and 209: Then these results were compared to
Page 210 and 211: Figure 9. Countries mentioned by th
Page 212 and 213: Internationalizing geography in hig
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Page 220 and 221: have also affected the number ofGeo
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Page 224 and 225: In the Primary school curriculum, G
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Page 230 and 231: What Europe do we teach?A view from
Page 232 and 233: The regional approach is used in on
Page 234 and 235: The syllabi reflect mainly that the
Page 236 and 237: Geography Forum: Intercultural Lear
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Page 244 and 245: This table shows the importance of
Page 246 and 247: the studies on what exists, to cons
Page 248 and 249: 248taught in the foreign language e
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Page 252 and 253: Do you speak European? or: Why even
Page 254 and 255: Years’ Religious War in the 17 th
Page 256 and 257: Why geographers should be able to s
Page 258 and 259: Intercultural education in Italian
Page 260 and 261: of geography in the process of inte
Page 262 and 263: 9. BRUSA C., ed. 2002. Processi di
Page 264 and 265: Nowadays, according to the literatu
Page 266 and 267: In the gymnasium and in high school
Page 268 and 269: 3. Dziennik Ustaw nr 61 z dnia 19 c
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Page 272 and 273: dropping litter. There is circle ti
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Page 278 and 279: ole: they form attitudes, views, pr
Page 280 and 281: Field lessons can engage the pupil
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Page 284 and 285: Some backgroundFor a number of year
Page 286 and 287: issues that will shape the future g
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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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