Diversifying how we teach about other locations involves exploring, with your learners, all dimensions and elements of that place and issue, and presenting a holistic and balanced overview of it.
My objectives are to encourage enquiry-learning and providing opportunities to connect social, economic, cultural, political and environmental geographies of a place with broader, historical context. Behind every statistic in a table of developmental data or a graph or map is a story.
Experiential learning in a Geography classroom involves harnessing one's critical thinking skills and developing genuine empathy and compassion for others.
Characteristics include various perspectives, but also untangling power structures inherent in that society. This means providing autonomy and agency to the marginalised. I am in the process of researching and devising an article exploring plight of indigenous communities in Bolivia. In order to facilitate this, i must endeavour to connect with the communities i am researching.
Set of questions I created to help develop those connections when teaching and planning various human geography topics in the Curriculum. Discussing answers to these open-ended questions can be a collaborative exercise undertaken within Departments or solely as action research or a practitioner enquiry aimed at developing and evaluating your own practice.
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