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and learning. Kerala is an exporter of educated people as currently there are not theopportunities within the state of sufficient types of employment.Citizenship teaching and learning is very evident in Kerala from an early age evenwhen children first start school at five years of age. Throughout the primary stagethe citizenship programme is similar to that of the UK. Young children learn aboutthemselves, their health, diet, exercise, relationships, caring and sharing. Respect forthe environment is also started at this stage. As children become older the concept ofdemocracy is explored with examples in some schools of school councils voting forform captains and making joint decisions. In the secondary stage pupils explore globalcitizenship and the effects of globalisation. They also develop political literacy. Manysee themselves as part of the global scene, contributors to a better understanding ofthe issues that affect global development. This is though very much dependent onthe type of jobs and level of education they aspire to and the ability to find placesin the best schools.Our visit in 2004 was during the run up to the national elections and we sawevidence of many people exercising their democratic rights with a real interest in afully participating democracy. There were street demonstrations and rallies on behalfof the different political parties and a lively debate in the local and national press.Many of the well educated young people of Kerala see their futures in developedcountries especially North America, Western Europe and the Gulf States and in themore industrially developed parts of India. We feel there is enormous potential indeveloping links with educational institutions in Kerala to promote a better understandingbetween our countries and to share our understanding of the importanceof global citizenship issues in education. Geography can clearly take a lead withpromoting global citizenship in the primary curriculum.The prospects for developing international links are good at the present time.The UK government through the British Council and the Department for InternationalDevelopment have a number of programmes that support schools and highereducation to develop intercultural links. A further initiative, jointly promoted bythe British Council and the Times Education Supplement in 2005 called “Make theLink”, is highlighting examples of good practice and provides a “how to” guide tohelp educational establishments. With the growing interest in globalisation issuesand in particular the relationships between rich and poor countries, this is a god timeto consider developing links and exchanging ideas.References1. CRICK B. 2000. Essays on Citizenship. London. Continuum.2. DEVELOPMENT EDUCATION ASSOCIATION. 1999. Human Rights: Education forcitizenship in primary schools. Manchester.3. FLEW A. 2000. Education for Citizenship. London. Institute of Economic Affairs.Studies in Education No. 10.4. GARRATT D., PIPER H. 2002. The Myth of the British Monarchy: Education for Citizenshipor Subjecthood. Paper presented at BERA Exeter 2002.5. GRIMWADE K. 2000. Geography and the New Agenda. Sheffield. Geographical Association.274
6. GRUNSELL A. 2002. Inescapable Issues. Primary Geographer October. Sheffield.Geographical Association.7. KENT A., POWELL, A. 2004. Geography and Citizenship Education: Research Perspectives.Institute of Education. London.8. MARSHALL T.H. 1997. Citizenship and Social Class in Gooden, R. and Pettit, P.Contemporary Political Philosophy. Oxford. Blackwell pp. 291−319.9. OLSSEN M. 2002. From the Crick Report to the Parekh Report: Multiculturalism,cultural difference and democracy – the re-visioning of citizenship education. Paperpresented at BERA Exeter 2002.10. OXFAM. 1997. A Curriculum for Global Citizenship. Oxford. Oxfam.11. QCA. 1998. Education for Citizenship and the Teaching of Democracy in Schools. (TheCrick Report). London. QCA.12. QCA /DFEE. 1999. The National Curriculum in England: Citizenship. London.13. QCA. 2000. PSHE and Citizenship at Key Stage 1 and 2. London.14. RUNNYMEDE TRUST. 2000. The Future of Multi-ethnic Britain: The Parekh Report.London. Profile Books.15. WALKINGTON H. 1999. Global Citizenship Education. Sheffield. Geographical Association.16. YOUNG M. 2001. Global Citizenship: The Handbook for Primary Teaching. Oxford.Oxfam.275
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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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The majority answered that they wou
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 272 and 273: dropping litter. There is circle ti
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
Page 322 and 323: 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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