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tion contributes to the growth of environmental consciousness. Citizens and localactors should participate in the construction of environmental policies on the basisof common conditions. Articles 6,7,8 of the Aarhus Convention contains indicationsconcerning public participation on projects, plans, programs and legislative initiativesdealing with environment. The directive proposal foresees that the memberStates assure: the information of the public on each plan, program or they revision, thepossibility to express comments and observations before the approval, the guaranteethat any observation is taken into consideration before the approval. Member Statestake the necessary actions to identify citizens or the groups participating in decisionmaking]with particular attention to environmental NGO. Sustainable developmentand the framework of the Aarhus Convention represent an important basis to breeda geographical background with the challenges of knowledge and professional practices.The two case studies below show how geography in fieldwork can contributethrough knowledge and practice to sustainable development.From agricultural development to territorial development: lesson from NewValley (Egypt)The University of Padova offers a three year degree in Development Cooperationpreparing people interested in working in international organizations, NGOs andlocal authorities dealing with development issues. The Department of Geography ofPadova University is the animator and coordinator of this inter-faculty degree (arts,agriculture, education, political sciences). The degree requires student to completea compulsory placement in a development project and offers students some seminarsbased on cooperative learning. At the beginning of tgheir third year studentsparticipate at the international seminar based on fieldwork in Egypt.The purpose of the seminar is to identify actors, strategies, resources, networkswhich are nowadays leading the local development processes in the New Valley.At the seminar, organised between 8−22 of November 2003, 35 students participatedwith 4 staff members (a full professor in geography, a lecturer in geographyand 2 tutors). The seminar was located at Mut, about 600 Km south of Cairo. Seminarwork was concentrated in 7 days full time equivalent of fieldwork and cooperativelearning (11 days when considering travel from and to Italy and transfers Cairo-Mut).Day 1 was devoted to a first contact with the New Valley (reconnaissance surveyand group work) and a keynote lecture (45 min.) on Regional development of NewValley Each step of the seminar was integrated with groupwork activities for consolidationand preparation of small reports (at the end of seminar a completed reportwas issued).Through fieldwork and cooperative learning during days 2 and 3 (11 th and 12 th ofNovember) the patterns of agricultural development were analysed. The 35 studentswere divided in 4 “interest groups” each group was integrated with a staff memberand a translator (from Arabic to French or English). Students were able to visit thefield and to carry out interviews with members and farmers of cooperatives (Gharbel Maughub, Mut), traditional farmers and leaders (El Sheykh Waly) in order to316
understand and compare traditional farming based on local management of water andmodels implemented by agricultural development projects based in new irrigationschemes. In the afternoon of day 3 students presented the results of their fieldwork.The following day was organised as a plenary session giving students the possibilityof comparing their points of view (resulting form fieldwork) with two keynote lecturesdone by Egyptian experts on: water issues in the New Valley, agricultural issues inthe New Valley. The debate was interesting and very rich with important contributionsand exchanges of experience among experts and students. This first step wasconcluded with a plenary session and a keynote lecture done by the coordinator ofthe seminar (P. Faggi) on water in irrigation: changing patterns.The following day was devoted to rest and it was a good opportunity to gainknowledge of the wide landscape around the project. During day 6 of the seminarstudents worked on the ‘Pattern of Territorial Development’ (through groupwork)each of the groups analysed a different issue with visits and interviews: these includedthe tourist sector, commerce sector, public utilities sector and local government. Thefollowing day students prepared the presentation for the plenary and final sessionof the seminar and issued the report. Thus, in just a few days students were able topractice the knowledge of the first two years of their degree and to enter in a newplace and to develop their skills to identify actors, on going development processesand to design ways to increase abilities of local actors to deal with developmentperspectives. It was also a good opportunity to deal with some critical issues: therole of insiders and outsiders, development and dynamics local-global, transfer oftechnology and development models.Citizenship, Territory and Power in Salvador de Bahia (Brazil)The University of Padova has many cooperation agreement with African and LatinAmerican Universities for student and teaching staff mobility and joint studyprograms. In March 2004 (8 th −24 th ) in the framework of the agreement between theUniversity of Padova and the Universidade Estadual da Bahia a program of thematicseminars about “Citizenship, Territory and Power” was developed at Salvador deBahia with the collaboration of the Departamento de Educaçao Campus 1 e Núcleode Estudos Italianos da UNEB (NESTI) .The seminars involved about 100 students, mainly women, studying for a degreein Pedagogy working in community schools (curso de Licenciatura em Pedagogiacom abilitação em series iniciais do ensino fundamental). Community schools arenormally primary schools provided by non-profit organizations and communitybased organizations to answer educational needs of local poor communities in manyarea of Salvador’s suburbs. The experience of alternative education and communityschools are typical examples of citizens’ organization in Latin America (Freire,1973; 1986).Seminars were organised by considering the needs of the student-workers, theyare working during the day in the community schools so the theoretical parts of theseminars were set up for the night session and the fieldwork was integrated withdaily work in the school. The seminars were based on a participatory approach and317
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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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Nowadays, according to the literatu
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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
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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
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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