Citizenship Through Secondary Geography (Citizenship in by David Lambert, Paul Machon

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By David Lambert, Paul Machon

This e-book finds the possibility of geography to interact with citizenship. It provides:

  • theoretical signposts within the kind of brief, digestible factors for key principles reminiscent of racism, values, id, group and social exclusion
  • a variety of inset actions 'for additional thinking'
  • a critique of the self-discipline and the pitfalls to prevent in educating citizenship via geography
  • practical educating suggestions.

All the contributions to this helpful booklet element to the potential of geography to interact with citizenship, values, schooling and folks - setting decision-making, on scales that variety from the neighborhood to the worldwide. It bargains confident and direct how one can get involved within the pondering that needs to underpin any invaluable citizenship schooling, for all skilled academics, pupil lecturers, heads of division, curriculum managers, principals and policy-makers.

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Additional resources for Citizenship Through Secondary Geography (Citizenship in Secondary Schools)

Sample text

In Strong’s text, the framework was based on ‘Citizens and their Neighbourhood’, ‘Citizens and their Country’, and ‘The Citizen and the British Commonwealth of Nations’ (1944). Dray and Jordan made much of their ‘widening circles’ framework (1950). Bunting and Perkins (1967) started with home, school and community, the latter represented by three citizens, Mr. Active, Mr. Passive and Mr. Bad. These illustrated the various aspects of the moral spectrum, as exemplified in conduct and in health, in capacity and willingness to participate in local and national elections, and finally in demonstrating the potential or lack of it for becoming a true ‘Citizen of the World’.

It was regarded as high on ‘civic sense and initiative’. Mastery over local issues was ‘a necessary preliminary to effective political democracy’ (see Adkins, 1933: 7). The Civic Education Chronicle also viewed civics as based on ‘common-sense sociology’ (Farquharson, 1921: 6). A Times Educational Supplement columnist suggested that education in citizenship for younger children should not just be conducted in the classroom but should involve cultivating a sense of fair play in the playground, ‘rehearsing the practice of good citizenship’.

In the 1930s the Association for Education in Citizenship (AEC) was established. This took a more international line, and also published a journal, The Citizen. While imperial pride continued to characterise the work of many geographers and geographical educationalists in the inter-war years, there were many cross-currents. Some writers were, for example, more attuned to the moral ramifications of the concept of geography for international understanding. Welpton urged using the subject to promote ‘sympathetic understanding’ (1923: 7).

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