Changing Horizons in Geography Education - HERODOT Network ...

issues that will shape the future geography of Europe and the lives of Europeancitizens, clearly enhances students’ interest in European politics, and makes themsee the relevance of geographical analysis and understanding for debates aboutthe future of Europe.• The multinational student group adds an extra dimension to the course. It resultsin more lively discussions (about conflicting interests between states and regions),brings more varied grassroots knowledge and experience into the debates, andgenerally leads to a more realistic setting for simulated international negotiations.• Future orientation appears to be an excellent strategy for bringing together studentsknowledge and their personal interests and expectations. Future orientation wasnot a conscious choice in the design of the course. But the focus on topical policyissues implies a future orientation. During the course, it became evident thatstudents are more engaged and more eager to participate in discussions when theseare about choices for the future, their future. Future orientation deserves moreattention as a teaching and learning strategy in higher education geography.• The course approach has an important disadvantage as well: during the finaldiscussion and simulation phase, a clear division may become visible betweenthose students who can cope with the course strategy and those who cannot.A substantial group of students does not have the political literacy or sensitivity,nor the theoretical helicopter view necessary for looking beyond the issues(or example Europe as a neoliberal project versus Europe as a potential arena forcounterbalancing corporate Europeanisation and globalisation), that are neededfor good arguments and realistic positions in the debates. Maybe the studentsconcerned can not be blamed for this; the divide may reflect a lack of politicaleducation during the previous years of the geography curriculum. Partially, thisgroup of students with shallow participation will be lifted up by the enthusiasmof others and improve their performance. But a lack of relevant education can notbe repaired within a few weeks.ConclusionGeography courses about contemporary issues in society may be designed in such away, that they contribute to the triple goals of education: ‘technical control’, ‘mutualunderstanding’ and ‘emancipation’. The European Integration course described hereis a modest example of this ambition. Although not consciously used as a strategy inthis course, future orientation seems to be an interesting approach for mobilizing andenhancing ‘the full student’: her/his knowledge and understanding, motivations andambitions, values and personal expectations. This approach deserves wider attentionin geographical education.References1. JOHNSTON R. J. 1986. On Human Geography. Oxford: Basil Blackwell.286