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8. GUNN A. S., “Professional Ethics, Education and Environmental Law. How can we bringthem together for a sustainable future?” [in:] Baharuddin A. HJ (ed.), Enviromnent andDevelopment: Ethical and Educational Considerations, IKD, Kuala Lumpur, undated,pp. 1−50.9. KALAORA B. 2004. “Du développement au développement durable. Un défi pour lessciences sociales,” [in:] Miossec A., Arnould P, Veyvret Y. (eds), Histoiriens et géographes:Vers une géographie du developpement durable 387, CNFG, Paris.10. KENNEDY M. 1995. Interest and Inflation Free Money, New Society Publishers, Philadelphia.11. HARVEY D. 1996. Justice, nature and the geography of difference, Oxford: BalckwellPublishers.12. MONTI S. 2000. Religione e Geografia II. Religione, Ambiente e Modernità, LoffredoEditore, Napoli.13. NATALE F. et al. 1994. “Learning Geography in Secondary School through a HypermediaSystem,” paper at the workshop on CLCE, Joensuu, Finland.14. VALLEGA A. 1994 Geopolitica e sviluppo sostenibile. Il sistema mondo del secolo XXI,Mursia Editore, Milano.15. VALLEGA A. September/October 2004. “Didattica geografica universitaria: il giocodella multiprospettiva”, Ambiente Società Territorio n. 5, pp. 3−9.16. WOOD W. B. 2004. “American Geography and International Research: A Sustainable-Development Agenda,” The Professional Geographer, 56(1), pp. 53−61.17. WILBANKS T. “Sustainable development” in geographical perspective, Annals of theAssociation of American Geographers 84 (4), 541−556.304
The contribution of Geography teachers to Educationfor Sustainability: a case studyJesus GranadosFaculty of Education, Department of Didactics of Social Sciences,Universitat Autonoma de Barcelona, Building G5, Office 105, 08193 Bellaterra,Barcelona, Spaine-mail: Jesus.granados@uab.esKey words: Sustainability, secondary education, national curriculumIntroductionThis paper presents the results of the first part of some collaborative research in‘Education for Sustainability’ with a group of Spanish Geography teachers that areattending a program for in-service teacher development. The aim of this research is toinvestigate what Geography teachers can contribute to Education for Sustainability,that is to say: What Geography teachers think and know about sustainability? HowGeography teaching materials (course books, articles, ICT, among others) deal withsustainability issues? What kind of handicaps do they have or think they would havefor teaching on sustainability?The Department of Didactics of Social Sciences of the Universitat Autonoma deBarcelona is currently undertaking research on how the Education for Sustainabilitycan be introduced into the Spanish Geography curriculum of secondary education.The methodology of this research is qualitative and it is based on collaborativeresearch, where 8 geography teachers participate and contribute in workshops withtheir experiences and thoughts. All the Geography teachers that participate in thisresearch project teach in the same town, because the aim of the research project is todefine learning strategies and to elaborate educational materials based on educationfor sustainability, following the indications of the national Geography curriculumbut specially focused on local issues (due to the proximity and significance for thestudents) without losing a global point of view.Geography and Education for SustainabilityThe main aims of this research are to:• investigate what Geography teachers can contribute to Education for Sustainability• make recommendations as to how “ESD” can be incorporated into the SpanishGeography CurriculumThis article shows the results of the first part of the research, which is focused onpart of the first objective: what Geography teachers can contribute to Education forSustainability?305
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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
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Geography Forum: Intercultural Lear
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Was Intercultural Competence promot
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of geographical education in our un
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Higher education (University) as a
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This table shows the importance of
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the studies on what exists, to cons
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248taught in the foreign language e
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as K. De Bot calls it, is a variety
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Do you speak European? or: Why even
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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 278 and 279: ole: they form attitudes, views, pr
Page 280 and 281: Field lessons can engage the pupil
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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
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Page 292 and 293: Geography and Languages in Intercul
Page 294 and 295: Table 1. The most widely taught for
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Page 298 and 299: References1. CALVET L. J. 2002. Le
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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
Page 324 and 325: and political implications of plann
Page 326 and 327: 8. UNITED NATIONS 1997. Kyoto Proto
Page 328: Conference Changing Horizons in Geo
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