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3. Dziennik Ustaw nr 61 z dnia 19 czerwca 2001 r.4. Encyklopedia popularna. 1992, Wyd II, PWN, Warszawa.5. GOLKA M. 2001. Problemy i dylematy edukacji dla wielokuturowości. [w:] Kulturytradycyjne a kultura globalna. Wyd. Trans Humana, Białystok, s. 137−149.6. LICIŃSKA D. 1999. Słownik szkolny – człowiek i jego działalność. WSiP, Warszawa.7. NIKITOROWICZ J. 2001. Wielopłaszczyznowa i ustawicznie kreująca się tożsamośćw społeczeństwie wielokulturowym a edukacja miedzykulturowa. [w:] Kultury tradycyjnea kultura globalna. Wyd. Trans Humana, Białystok, s. 15−36.8. OLSZEWSKA-DYONIZIAK B. 1991. Człowiek – kultura – osobowość. Wyd. Universitas,Kraków.9. ORŁOWSKA E. 1999. O potrzebie kształcenia tzw. „kulturowego widzenia świata”.Geografia w Szkole, nr 1, s. 9−13.10. PIRÓG D. 2003. Poznawcze, estetyczne i symboliczne wartości krajobrazu kulturowegoKrakowa i województwa małopolskiego istotą edukacji kulturowej i regionalnej.[w:] Kulturowy aspekt badań geograficznych. Studia teoretyczne i regionalne. Wyd.U. Wrocławski, Wrocław, s. 101−109.11. PIRÓG D. 2004. Aktywność kulturalna i edukacja kulturalna jako sprzężenie zwrotne– rozważania teoretyczne i wyniki badań. [w:] Kulturowy aspekt badań geograficznych.Studia teoretyczne i regionalne. Tom IV. U Wrocławski, Wrocław, s. 131−145.12. WOJNAR I. 1995. Edukacja i kultura [w:] Kultura i Edukacja, nr 3, s. 45−6113. PISKORZ S. 1997. Główne kierunki badań podstawowych i stosowanych w polskiejdydaktyce geografii. [w:] Zarys dydaktyki geografii (red. S. Piskorza), PWN, Warszawa,s. 199−204.14. ZIOŁO Z. 2002. Model aktualizacji treści kształcenia geograficznego. [W:] Edukacjageograficzna w reformowanej szkole. Teoria i praktyka. Wyd. Nauk. AP, Kraków,s. 33−45.15. ŻURAKOWSKI B. 2003. Humanizm pedagogiki kultury. [w:] Pedagogika kultury– wychowanie do wyboru wartości. Oficyna. Wyd. Impuls, Kraków, s. 13−27.268
Developing global citizenship through geographicaleducation: examples from Kerala, IndiaAndrew Powell, Urszula BasiniSchool of Education, Kingston University, Kingston Hill, Kingston on Thames,KT27LBe-mail: a.powell@kingston.ac.uk; a.basini@kingston.ac.ukIntroductionThe revision of the English National Curriculum in 2000 (QCA 2000) introduced the “newagenda” of citizenship and sustainable development in primary and secondary schools. Thisresearch project has been examining how primary schools have planned or are planning tointroduce these themes into their curricula. We have considered ways in which the study ofgeography, on a national and international scale, can provide a context for teaching thesetopics. Some key aspects are:• The impact of the concept of citizenship in primary education in the UK and the widerworld.• The rationale for learning about citizenship and sustainability as part of a primary educationcurriculum.• The development of citizenship and sustainability education through primary geography.• Making connections across the primary curriculum.Key words: citizenship, education, primary education, curriculumWhat is Citizenship Education?The UK government report on education for citizenship (QCA 1998), the CrickReport, set out three interrelated strands:• Social and moral responsibility. Pupils developing self-confidence and sociallyand morally responsible behaviour in and beyond the classroom, towards thosein authority and towards each other.• Community involvement. Pupils learning how to become involved in the life andconcerns of their neighbourhood and communities• Political literacy. Pupils learning about the institutions, issues, problems andpractices of our democracy.At national curriculum key stages 1 and 2, from ages 5 to 11, Crick emphasisedthe development of social and moral responsibility, community involvement andsome basic aspects of political literacy, for example knowing what democracy isand the basic institutions that support it locally and nationally. Crick refers to citizenshipas entailing both rights and duties and as being concerned to promote the“common good” (Crick 2000). The report seeks to encourage the education of youngpeople on the ideas of civic virtue and participation as well as developing personalautonomy.269
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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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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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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
Page 238 and 239: Was Intercultural Competence promot
Page 240 and 241: of geographical education in our un
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
Page 250 and 251: as K. De Bot calls it, is a variety
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
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Page 272 and 273: dropping litter. There is circle ti
Page 274 and 275: and learning. Kerala is an exporter
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
Page 282 and 283: to explore regional issues when tea
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
Page 300 and 301: Sustainable development: let geogra
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Page 304 and 305: 8. GUNN A. S., “Professional Ethi
Page 306 and 307: Much research in Environmental Educ
Page 308 and 309: Sustainability, Development and Sec
Page 310 and 311: includes geography. The context is,
Page 312 and 313: • protected areas8. Landscape sec
Page 314 and 315: Developing geographical professiona
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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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