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Developing geographical professional abilities:experiences in Egypt and BrazilMassimo De MarchiDipartimento di Geografia – Universita di PadovaVia del Santo 26, 35123, Padova, Italye-mail: massimo.de-marchi@unipd.itAbstractSustainable development asks for solid systemic and territorial knowledge, abilities in newdecision making processes and skills in recognition and empowerment of local actors. Geographycan supply the challenge of sustainable development with theory and practice.This paper deals with the experiences of the author in field work improving students withgeographical knowledge and practices about participatory territorial (land use) management.Two examples are displayed: a seminar with students studying a degree in DevelopmentCooperation held in Egypt in November 2003 and a seminar “Citizenship, Territory andPower” in Salvador de Bahia (Brazil), in March 2004, with the degree students in pedagogyworking in a community school.In the two cases geography represent an important theoretical and practical tool to workin territorial dynamics, for geography in education it is strategic and compulsory to go backto “the reality of territory”.Key words: Sustainable development, professional abilities, participatory managementIntroductionSustainable development is the result of virtuous interactions in social practicesincluding: consumption models, social relations and institutions and environmentalsystems. This virtuous interaction is facilitated by promoting awareness of thechoices of local societies, which are the keystone of sustainability practice. Facingthe issue of sustainable development means to take into consideration first of all theinteractions among economy, society, environment, focusing on the manner localsociety achieves self welfare. This refers to both local resource use and necessaryeconomic exchanges including mobility, with other societies and countries. Theway local resources are used is related to our efficient use of them and to the maintenanceof environmental conditions (mainly climate and biodiversity) that allowedhumans to live and local societies to become rooted in specific places. The necessaryeconomic exchanges relate to critical issues like equity, social justice, because thewelfare in a local society is based on a high quantity of external resources (Bresso,1993; CSD 1997; Dasmann, 1988; Gadgil, 1995). So, the efficient use of local andexternal resources joined with environmental stewardship is the keystone of sustainabledevelopment. Sustainable development is characterised by three dimensions:314
• sustainable development as a local process, the local territory has an important taskin creating local and global networks, region are cornerstones of development• sustainable development as a planned and communication process• sustainable development as a participated process, the key is empowerment oflocal stakeholders, the construction of a participated decision-making system andconflict management strategy (Arnstein, 1969,; Chambers, 1992; 1997; IIED,1991; Redclift and Sage, 1994; UNDP, 1993).Need for knowledge and skills in sustainable developmentGeography is concerned with sustainable development theory and practices andgeography can also supply territorial (landscape) knowledge. It also provides studentswith the abilities to actively participate in new decision making processes and skills inrecognition and empowerment of local actors (Bertoncin, Sistu, 2001). Central issuesin any decision related to actors, territories, natural resources are power relations andthe way to achieve consensus and to deal with conflicts. (Floc’Hay, Plottu, 1998)In the practice of territorial decision making any action should be appraised ina context wider than the strictly technical and economical issues of the action orthe sectoral and territorial circle directly involved by the plan or programs. Environmentaland territorial issues deal with social and ecological relationships morecomplex than those apparently influenced from the project or the program. The issuesof social equity and environmental carrying capacity are tightly connected (Berkes,Folke, 1998; Elling; 2000; Funtowicz et al. 1999; Gunderson, Holling, Light, 1995).Choices concerning the environment have always more to do with distributive policies;in every project, plan or program at stake is the socio-spatial justice; typicalexamples are the location of landfills, roads or dams: the costs are supported by thereceiving territory whereas benefits are enjoyed by territories or populations localisedfar from the place mostly hit, often there are no compensation measures. Thisreasoning does not intend to support the zero hypothesis as the best solution, ratherto project or program alternatives which have to be appraised not only in terms onenvironmental impacts, but also against the socio-spatial implications influencingeither the definition of the priorities and the results. In the practice of environmentalassessment this issue of socio-spatial justice has been faced foreseeing the consultationof the public after the conclusion of the impact statement.The social network that interacts with every plan or program foresees four typologiesof actors: the proponents, the environmental authority, the directly affectedactors and public opinion. If two actors are traditionally in narrow contact duringall the phases of the evaluation (proponents and environmental authority), directlyaffected actors and population have often few opportunities to contribute, so actual“participatory” models consist in the post-consultation phase which results in adynamic that often threatens to crystallise in the classical decide-announce-defend(DAD) mode.True public participation processes in decision-making are necessary to improvethe quality of the decisions made and strategic in order to make them more acceptableand shared within the environmental and territorial policies. Besides this, participa-315
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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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Years’ Religious War in the 17 th
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Why geographers should be able to s
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Intercultural education in Italian
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of geography in the process of inte
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9. BRUSA C., ed. 2002. Processi di
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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 304 and 305: 8. GUNN A. S., “Professional Ethi
Page 306 and 307: Much research in Environmental Educ
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Page 310 and 311: includes geography. The context is,
Page 312 and 313: • protected areas8. Landscape sec
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Page 322 and 323: By signing and ratifying the Kyoto
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Page 326 and 327: 8. UNITED NATIONS 1997. Kyoto Proto
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