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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
The Role of International Staff and Student Collaborationin the Enhancement of the Geographic CurriculumAnne Wheeler 1 , John Smith 1 , Albert Rydant 2 , Serguey Larin 31School of Applied Sciences, University of Wolverhampton,Wolverhampton, WV1 1SB, UK2Department of Geography, Keene State College, Keene,New Hampshire, 03435-2001, USA3Faculty of Ecology and Geography, Tyumen State University,10 Semakov Street, Tyumen 625003, Russian Federatione-mail: anne.wheeler@wlv.ac.ukAbstractInternationalisation of the Geography curriculum at the University of Wolverhampton hasbeen a key feature of the programme over the last 15 years. The activities in the undergraduateand postgraduate programmes have included work placement opportunities, fieldworkthrough the EU funded Tempus and Neptune programmes and in the USA, Russia, Spain andEastern Europe, a variety of staff and student exchange programmes, and joint curriculumdevelopment projects. There have been a number of advantages to this type of internationalcollaboration. These include comparative studies of assessment methods and jointcurriculum development; pooling of academic expertise and economies of scale; facilitatingorganisation for foreign partners; enrichment of the staff and student experience throughcontrasting cultural experiences and the broadening of European/global awareness.Key words: internationalisation, work experience, fieldwork, international collaboration,broadening awarenessIntroductionMany universities throughout the world are investigating ways to enhance and integratean international dimension into their curricula (Haigh, 2002), and the signingof the Bologna Declaration has promoted this commitment within the member statesof the European Union (EU). However, internationalisation can encompass severalmeanings such as the dissemination of best practice, the collaborative developmentof curriculum materials, the facilitation of inter-cultural awareness, or the promotionof international standards in learning and teaching (Shepherd et al., 2000).The University of Wolverhampton has been no exception in recognising theimportance of internationalisation of the curriculum and it has been a fundamentalconsideration in facilitating widening participation for a diverse student populationat the University for many years. The University strives to achieve, as Haigh (2002)stated, an “ideal international curriculum that provides equably for the learningambitions of all students, irrespective of their national, ethnic, cultural, social classor gender identities.”287
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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
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In the Primary school curriculum, G
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the efficacy of the teaching and le
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228
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What Europe do we teach?A view from
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The regional approach is used in on
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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
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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
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Page 272 and 273: dropping litter. There is circle ti
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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 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
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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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Page 320 and 321: Studyng climate and water resources
Page 322 and 323: By signing and ratifying the Kyoto
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Page 326 and 327: 8. UNITED NATIONS 1997. Kyoto Proto
Page 328: Conference Changing Horizons in Geo
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