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Unpacking ‘paradise’: geography education narratives from Seychelles
- Indra Persaud, Institute of Education
PARADISE?
Photo: Indra Persaud
PARADISE?Image courtesy of R. Bustin, with permission
REALITYPhoto: Indra Persaud
As a starting point I use the model representing three competing forces that influence geography curriculum-making
The model was produced as part of the Action Plan for Geography (www.geography.org.uk/cpdevents/curriculummaking)
and found in Teaching Geography 11-18, A Conceptual Approach by David Lambert and John Morgan (2010, p50)
I re-construct the model to illustrate examples of unbalanced curriculum-making
The model is then adapted to represent the Seychelles context
The model is closely related to Schwab’s (1973) four commonplaces for curriculum making; subject matter, learners, teachers and milieu and
Hart’s (2009) trinity of educational practice
Taking students
beyond what they know
Underpinned by Key
Concepts
Thinking geographically
Learning Activities
Milieu (Schwab, 1973): the classroom, school and wider social
context
Disenfranchised from geographical
knowledge
Pedagogic Maverick
Certain key concepts ignored, subject at
risk of being emptied out
Annotation based on ideas from Lambert & Morgan (2010)
The subject is the only source of geographical knowledge and the teacher is the only source
of creative energy
Passive recipient, empty vessel Annotation based
on Lambert & Morgan (2010)
British based disciplinary knowledge
Cambridge exams
Seychellois teachers and students marginalised?
Seychelles Context
Can Seychellois geography teachers become confident, collaborative curriculum makers
rather than curriculum takers?
Through curriculum conversations, the research will explore Seychellois geography
teachers narratives
Photo: Indra Persaud
ReferencesAction Plan for Geography. www.geography.org.uk/cpdevents/curriculummaking
Hart, T (2009) From Information to Transformation, Education for the Evolution of Consciousness. Revised Edition, Peter Lang
Lambert, D and Morgan, J (2010) Teaching Geography 11-18, A Conceptual Approach.
Schwab, J. J. (1973) The Practical 3: Translation into Curriculum, The School Review, 81:4 pp501-522, The University of Chicago Press
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