Changing Horizons in Geography Education - HERODOT Network ...

Getting geography students involved in European integrationRob van der Vaart, Tine Béneker, Leo PaulDepartment of Human Geography and Planning, Faculty of Geosciences, UtrechtUniversity, P.O.Box 80115, 3508 TC Utrecht, The Netherlandse-mail: r.vandervaart@geog.uu.nlAbstractMost geography departments in Europe offer courses on the ‘geography of Europe’ or ‘Europeanintegration’. Very few of these courses, however, employ strategies that make studentsaware of and involved in the political processes at the European level that influence the developmentof European space, e.g. through agricultural policy, regional policy, or market-orientedpolicies. This paper will describe and analyse the attempts made in Utrecht to involve geographystudents in European decision making through the use of gaming techniques.Key words: Geography, university, education, European integration, simulation, gamingIntroductionThe British geographer Ron Johnston reminded us years ago of the fact thatgeographical education, in schools and universities, is not just about ‘technicalcontrol’ (grasping the subject-matter and skills that are indispensable for the labourmarket), but also about ‘mutual understanding’ and ‘emancipation’ (Johnston 1985).Good education is about knowledge and instrumental skills, but also about socialand personal development, as an individual and as a citizen. This wisdom should bekept in mind in the design of any course or learning experience, of course, but herewe try to apply Johnston’s concept of educational goals to teaching and learning, ina geography context, about Europe and the European integration process.The resources for learning about Europe, from a geographical perspective, areabundant: textbooks and articles in academic journals offer a variety of relevantthemes, empirical research outcomes, case studies at various geographical scales, andtheoretical perspectives. There is no lack of input for the development of students’knowledge and understanding and for critical intellectual reflection on the developmentof European space of on the ongoing European integration process. The problemis, however, how to link this body of knowledge to the questions and concerns ofstudents as national and European citizens, as politically aware individuals.“European integration” is a third-year module in the bachelors programme“Human Geography and Planning” at Utrecht University. In this module, we havebeen trying over the last five years to establish the links between learning aboutEuropean integration, enhancing mutual understanding of each other’s perceptionsof Europe between students from many European countries, and the development ofthe students as critical European citizens. Simulation of the European policy makingprocess has been a key strategy in our approach.283