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dropping litter. There is circle time in some schools. Political literacy however is notdeveloped in either the primary or secondary curriculum. The children are encouragedto know about and to take an active part in their own communities.Contacts were made during the first year of research with 10 primary schools inEngland to determine how they have prepared to include the citizenship programmeof study. Discussions revealed that all the schools had well developed Personal, Socialand Health Education plans and that they were aware of the need to enhance theiractivities to include other aspects of citizenship. Currently the global dimensionis under represented and the European dimension virtually non-existent. At KS2,ages 7 to 11, in depth knowledge of local services, local and national governmentis weak.During the first year contacts were also made with organisations such as Oxfam,Warchild, Centre for Education in World Citizenship (CEWC) the GeographicalAssociation and the International Geographical Union (IGU). These agencies aredeveloping relevant resources to support teaching and learning in citizenship andthe IGU organised a British conference on Citizenship in Geographical Educationin 2003 (Kent and Powell 2004). Contacts with several European universities werealso established with a view to collecting further relevant data during the project.Further advice on citizenship education has been provided by Walkington (1999),Flew (2000) and Grunsell (2002). The Development Education Association (1999)in their publication on human rights consider the possibilities of how to includecitizenship issues in the primary curriculum.It was anticipated that the end product of the project will be to develop guidancefor schools on how to implement effectively aspects of citizenship into the geographycurriculum. The strategy to achieve this aim will be by producing resources,organising events such as a Model United Nations General Assembly (MUNGA) forprimary schools and providing in-service training. Linking with the CEWC will helpto further develop ideas to support our work with students and teachers.Education and citizenship in Kerala, IndiaThe visit to India was a culmination of our research project on the role of globalcitizenship education in the primary curriculum. The aims of the visit were:• To investigate the teaching of citizenship at the University of Kerala, State TeacherTraining College and in primary and secondary schools,• To investigate the national curriculum for citizenship in Kerala,• To engage in dialogue with prominent educationalists whose interests are indeveloping global citizenship,• To visit schools in the cities of Trivandrum and Kochi.• To visit geographical sites in Kerala such as the Backwaters, Farming projects,Rural self help Projects, hill stations and plantations.• To determine if an understanding of citizenship differs between rural and urbanareas in Kerala.• To investigate whether the people of Kerala see themselves as global citizens..272
• To increase our knowledge and understanding of Citizenship issues in a developingworld context.• To provide opportunities for teaching global citizenship issues to current studentson the BA, PGCE and in-service training programmes.• To provide materials and contexts to inform future Geographical AssociationConference sessions and Publications.• To develop of a range of contacts around the world for future networking includingpossible exchanges involving university and school staff and students from theKingston area and Kerala.• To increase teacher knowledge through in-service training sessions with localpartnership schools.There is both state and private provision school in Kerala which overall providesuniversal education up to the age of 14. Literacy levels are the highest in India at98% and there are large numbers of students studying post 14 and at higher educationlevels. The government supports large numbers of children in the private sector. TheState of Kerala has a long tradition of investment in Education and Primary HealthCare and spends approx. 60% of their budget on these two priorities, considerablyhigher than any other state in India.There is a strong culture of research in education in Kerala and combined withthe long tradition of active political involvement, community and citizenship issuesare popular topics for research. Kerala is also well known in India for the promotionof women in educational opportunities and there is a long history within families inthe south for female education. This is clearly one of the main reasons for the highlevels of literacy and educational achievement in the state.Global awareness issues are covered in the social science and geography coursesfor trainee teachers. There is no specific course on citizenship, but aspects are taughtvia other subjects particularly through the geography curriculum. Political andcommunity literacy are very prominent topics within the education programmes. Insecondary schools for ages 12 to 18 there is a broad curriculum available with studentsspecialising post 14. Global awareness is covered through social studies, geographyand whole school events, this includes policies related to the design of the buildings,energy use, nature studies, rain harvesting and landscaping. The school has a verychild centred approach in their teaching and learning programmes. Many schools inKerala operate on good environmental principles with recycling, planting, conservation,rain harvesting and energy saving policies being part of the curriculum. Thechildren and students are encouraged to develop their own interests and to participatein the communal life of their schools. Some schools have also established links withsecondary schools in the UK that have fostered exchanges of staff and students.Teaching and Learning and Citizenship Education in KeralaThe State of Kerala and the population have clearly put a high value on education.The people are literate, well educated and aspire to a high level of achievement. Thecurricula at all levels have an outward looking progressive approach to teaching273
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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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The Position of Geography Graduates
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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
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
Page 268 and 269: 3. Dziennik Ustaw nr 61 z dnia 19 c
Page 270 and 271: Crick advocates these principles by
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
Page 296 and 297: the whole world will, according to
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
Page 316 and 317: tion contributes to the growth of e
Page 318 and 319: cooperative learning using as theor
Page 320 and 321: 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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