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of geography in the process of integration, and especially the role of the school. Anumber of contributions dealt with themes such as: migratory movements betweendiversity and mutual acceptance, ethnic conflict and multiculturalism, immigrationand religious pluralism, problems of female immigrants, illegal immigration andcriminality, interculture and new didactics of geography, and intercultural educationin secondary schools and universities (Brusa, 1997).The appointment in Macerata was repeated two years later in 1998: “Immigrationand multiculture in Italy today: citizenship and exclusion, the Adriatic frontierand other places of immigration – society and the school”. In this case too interculturalquestions were dealt with, such as the geography of citizenship and exclusion,compared female migratory experiences, immigration and health, immigrationbetween integration and diffidence, intercultural education and scholastic curricula,geography and multicultural training (Brusa, 1999).In Aquila, still in 1998, a meeting took place on the theme “Multiculture: conflictand living side by side in the multiethnic society”, in which the problems linked tomulticulturalism and identity, immigration and exclusion, racism and xenophobiawere considered (Di Michele, Gaffuri and Nacci, 2002). On the threshold of the newmillennium, therefore, almost all the geographic research on immigration was linkedto the themes of multiculturalism and integration. An international conference washeld in 2001, organised in memory of Giorgio Valussi by the University of Udine andTrieste, during which Italian and foreign scholars confronted each other on the newmigration issues in Europe and Italy, with study cases dedicated to single regionalrealities (Bellencin Meneghel, Lombardi, ed., 2002).A few months after the Friuli conference, in June 2001, a meeting was organised inVercelli on the theme of “Processes of globalisation of the economy and geographicmobility”, that returned to examining the problem of integration and the exclusionof immigrants in social, cultural, working and school life in Italy (Brusa, 2002). InTrieste, in March 2002, a new conference was held on: “Geographic mobility in Italy:characteristics and trends, regional differences and territorial distribution processesin the new multicultural society”. During this event it was possible to examine thefirst results of the same-named research programme, co-financed by the Ministry ofthe University and Research, and coordinated by Pio Nodari. Among the communicationspresented, an increasingly growing interest emerged in investigating into theimmigration of foreign women in Italy and the problems connected to their socialand employment integration.Recent DevelopmentsThe aim of the meeting held in Fano (The Marches), in March 2003, entitled “Interculture,Geography, Training” was to promote a debate among institutions (universities,schools, public bodies, voluntary associations), in order to unite the efforts andinitiatives in support of intercultural dialogue. Other objectives were to reaffirm thecentrality of geography in the processes of intercultural integration and insist on theconnecting role that our discipline can play with respect to other scholars equallyinterested in the problem of immigration. The conference, organised by the Univer-260
sity of Urbino, was divided into the following thematic sessions: the geographicalapproach to migration issues, immigration in a regional perspective, the emergenciescreated by new migration, immigration between normality and deviance, interculturein the school and daily life, and the role of associations and local bodies in interculturalactivities. New themes were faced during the conference sessions, in particulartraining, geographic education for sustainable space sharing, the activity carried outby Caritas Italia, stereotypes and prejudices towards non-Europeans, the difficultintegration of Roma people, immigration and drug addiction, and finally intercultureand the teaching of geography in teacher training schools (Persi, 2005).ConclusionTo conclude, in the face of an increasingly enlarged and differentiated EuropeanUnion, and in the face of immigration coming not only from the Mediterraneanand Eastern European area, but also from very far-off countries (the Far East, LatinAmerica, Sub-Saharan Africa), accompanied by the tendency of numerous ethnicgroups to constitute stable and permanent communities, intercultural themes are afield of great contemporary interest for geographers who intend to work to develop theeducation of welcoming, solidarity, and respect for different lifestyles and thought.To this end, schools and universities would be doing a good job if they managed toconsider diversity as a value and avoid stereotypes and nationalistic or Eurocentricviews. This requires a modernisation of approaches, instruments, textbooks, andteachers, distinguished by an increasingly more open, integrated, systematic and,fundamentally, geographic training.Italian geographers can find important opportunities in the organisation of newcourses, especially those at Masters level, if they are to promote an interculturaleducation not only for teachers, but also for personnel working in institutional structuresor, economical and cultural associations.References1. ARENA G. 1983. Lavoro femminile ed immigrazione: dai paesi afro-asiatici a Roma,Studi Emigrazione, pp. 177−189.2. BARBINA G. 1997. Conflittualita etnica e multiculturalismo, [in:] Brusa C., ed.,pp. 121−132.3. BELLENCIN MENEGHEL G., LOMBARDI D., ed. 2002. Immigrazione e territorio,Bologna, Patron.4. BRUNELLI C. 2003. Educare all’interculturalita, [in:] Persi, P., ed., Spazi della geografia.Geografia degli spazi, Udine, Ed. Goliardiche, pp. 185−217.5. BRUNELLI C. 2005. Educazione geografica per una convivenza sostenibile, [in:] PersiP., ed., pp. 39−58.6. BRUNETTA G. 1995−96. La donna nel contesto dell’emigrazione straniera in Italia, inAtti e Mem. dell’Accademia Patavina di Scienze Lettere e Arti, II, pp. 61−79.7. BRUSA C., ed. 1997. Immigrazione e multicultura nell’Italia di oggi. Il territorio,i problemi, la didattica, Angeli, Milano,.8. BRUSA C., ed. 1999. Immigrazione e multicultura nell’Italia di oggi. vol. II, Milano,Angeli.261
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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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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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Page 220 and 221: have also affected the number ofGeo
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Page 230 and 231: What Europe do we teach?A view from
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Page 236 and 237: Geography Forum: Intercultural Lear
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Page 242 and 243: Higher education (University) as a
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 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 276 and 277: The role of geographical education
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
Page 288 and 289: Geography and Environmental Science
Page 290 and 291: (2000) cautioned an awareness of cu
Page 292 and 293: Geography and Languages in Intercul
Page 294 and 295: Table 1. The most widely taught for
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Page 298 and 299: References1. CALVET L. J. 2002. Le
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Page 304 and 305: 8. GUNN A. S., “Professional Ethi
Page 306 and 307: Much research in Environmental Educ
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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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