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Teaching Concepts of Identity and Britishness Through Geography Using Curriculum Artefacts

Explore the topic of 'Britishness' and 'Identity' through Geography teaching using curriculum artefacts. Understand the importance of discussing these concepts in the classroom, consider factors when teaching 'Britishness', and get tips for effective teaching methods. Empower students to view the world from different perspectives and avoid the danger of a single story. Utilize meaningful curriculum artefacts to engage students in learning and reflection.

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Teaching Concepts of Identity and Britishness Through Geography Using Curriculum Artefacts

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  1. Saturday 10thApril: 9-10am session How can concepts such as ‘identity’ and ‘Britishness’ be taught through Geography using curriculum artefacts? rocheorlaith93@gmail.com #GaConf21 @OrlaithSiobhan

  2. • Background • Why this topic? • The meaning of ‘Britishness’ and ‘Identity’ • The use of a curriculum artefact in the classroom • Importance of discussing these concepts within the classroom • Things to consider when discussing ‘Britishness’ • Tips for teaching rocheorlaith93@gmail.com #GaConf21 @OrlaithSiobhan

  3. Background 1993 2011 Born and grew up in West London, Westbourne Park (61.7% white, 2011 Census) 2014 Attended University of Nottingham and studied Geography (BSc) 2015 Had a year out – volunteered as teacher in Thailand, moved back home to parents in NW London (36.3% white, 2011 Census) 2018-2021 PGCE at University of Nottingham HOD in West London, Hounslow (51.4% white, 2011 Census) Currently studying Masters in Education at UCL rocheorlaith93@gmail.com #GaConf21 @OrlaithSiobhan

  4. Why this topic? ‘Orlaith Siobhan Roche’ rocheorlaith93@gmail.com #GaConf21 @OrlaithSiobhan

  5. Britishness and Identity? Britishness is the state or quality of being British, or of embodying British characteristics. (Oxford English Dictionary) Identity is the fact of being who or what a person or thing is. (Oxford English Dictionary) Said (1993, pg47) ‘no one is truly one thing…imperialism consolidated the mixture of cultures and identities on a global scale’ rocheorlaith93@gmail.com #GaConf21 @OrlaithSiobhan

  6. Powerful Knowledge ‘Powerful knowledge’ is powerful because it provides the best understanding of the natural and social worlds that we have and helps us go beyond our individual experiences. (Young, 2013, p.196) Kress (2008) describes students as “alienated from school… as they no longer judge school to be of relevance to…the world as they experience it”

  7. Why does this matter? • “Actively promoting the values means challenging opinions or behaviours in school that are contrary to fundamental British values” (pg5) • “…not undermining fundamental British values” (pg5) https://www.gov.uk/government/publications/promoting -fundamental-british-values-through-smsc rocheorlaith93@gmail.com #GaConf21 @OrlaithSiobhan

  8. https://www.nunthorpe.co.uk/our-academy/british-values/ rocheorlaith93@gmail.com #GaConf21 @OrlaithSiobhan

  9. Our knowledge of the world and how we make sense of it is always from a certain standpoint, a certain location’ (Massey, 1995), it is therefore the role of the teacher within the classroom to help students to make sense of the world (Roberts, 2010) and give them the opportunity to see it from a different view rocheorlaith93@gmail.com #GaConf21 @OrlaithSiobhan

  10. ‘The Danger of the Single Story’ Chimamanda Ngozi Adichie “I have always found that it is impossible to engage properly with a place or a person without engaging with all the stories of that place or that person” “The danger of the single story is that it robs people of their dignity” “Emphasises how we are different rather than how we are similar” “Stories matter… stories can be used to empower and to humanise” https://www.youtube.com/w atch?v=D9Ihs241zeg “When we reject the single story when we realise that there is never a single story about a place or a person we regain a type of paradise” rocheorlaith93@gmail.com #GaConf21 @OrlaithSiobhan

  11. What images did the students pick? rocheorlaith93@gmail.com #GaConf21 @OrlaithSiobhan

  12. Is Miss Roche British? rocheorlaith93@gmail.com #GaConf21 @OrlaithSiobhan

  13. What is a Curriculum Artefact? The word ‘artefact’ derives from the Latin phrase arte factum meaning to ‘skilfully make’. https://www.geocapabilities.org/ A curriculum artefact is a teaching and learning resource which has special significance. More precisely, it is a teaching and learning resource to which we give special significance. Lambert and Morgan’s Curriculum Making Model (2010) rocheorlaith93@gmail.com #GaConf21 @OrlaithSiobhan

  14. How to choose a curriculum artefact? • The teacher must be able to see its potential and significance. • The teacher applies a geographical perspective to the selected resource. • The teacher thinks about how the learner will encounter the resource. • The teacher also thinks about what to ‘do’ with the resource (how to teach with it).

  15. Learning Through Enquiry Margaret Roberts (2003, 2013) emphasises the importance of four stages of learning geography through enquiry. This can be applied to any topic. • Creating a ‘need to know’: arousing curiosity and raising questions 1 • Selecting an appropriate source of geographical data 2 • Making sense of that data – describing, analysing, communicating 3 • Reflecting and posing new questions. 4 rocheorlaith93@gmail.com #GaConf21 @OrlaithSiobhan

  16. ‘The British Serves 60 Million’ Benjamin Zephaniah https://benjaminzephaniah.com/ rocheorlaith93@gmail.com #GaConf21 @OrlaithSiobhan

  17. SOW – The Initial Plan rocheorlaith93@gmail.com #GaConf21 @OrlaithSiobhan

  18. Initial Thoughts– Images of ‘Britain’ and ‘Englishness’ rocheorlaith93@gmail.com #GaConf21 @OrlaithSiobhan

  19. Example Work – Analysing the poem Two Stages 1) Read poem for HWK, write FIVE ways it links to our current topic or specific themes we have learned 2) Read the poem as a class and analyse the language, structure, tone, geographical connections, concepts of identity and migration. rocheorlaith93@gmail.com #GaConf21 @OrlaithSiobhan

  20. Initial Findings Observations made Aspects to consider moving forward   Students engaged with the poem instantly and made They need to know the context of ‘Picts’, ‘Celts’ and comments on the unique approach of ‘ingredients’ from ‘Silures’  the poem They did not pick up on the difference between the  They were able to interpret aspects of the poem I words ‘blend’ and ‘bind’  thought they would struggle with e.g. cool Jamaicans – Although they understood the importance of the last referring to heat within the recipe but also referring to stanza and how it links to migration and the possible personality traits and stereotypes. tensions, some students did not see the significance of  They were able to comment on the themes running linking to the core British values within the wider school through the poem and how it linked to the topic we curriculum. were studying  They gave their initial views on Britishness and how this term can create conflict/tension between people  They created links between the poem and recent vocabulary they had learned e.g. assimilation rocheorlaith93@gmail.com #GaConf21 @OrlaithSiobhan

  21. Importance of discussing these concepts within the classroom • ‘a myopic and exclusivist approach to citizenship’ (Gholami 2017, p809) • ‘ill-informed’ and uneducated citizens’ (Geographical Association, 2007) rocheorlaith93@gmail.com #GaConf21 @OrlaithSiobhan

  22. If teachers are to engage with these issues then it is essential they consider the complex arguments about the changing cultures of ‘Britishness’ (Morgan, 2005) and deal with such arguments with sensitivity rocheorlaith93@gmail.com #GaConf21 @OrlaithSiobhan

  23. How does this create ‘compassionate geographers’? rocheorlaith93@gmail.com #GaConf21 @OrlaithSiobhan

  24. Be authentic Research and read Individual background and experience Tolerance Identify with the students you are teaching Safe space Have understanding and compassion Narrative Emotion Select appropriate resources Show mutual respect rocheorlaith93@gmail.com #GaConf21 @OrlaithSiobhan

  25. What can you do? @DecoloniseGeog https://decolonisegeography.com/ rocheorlaith93@gmail.com #GaConf21 @OrlaithSiobhan

  26. Saturday 3rdApril: 9-10am session Q&A How can concepts such as ‘identity’ and ‘Britishness’ be taught through Geography using curriculum artefacts? rocheorlaith93@gmail.com #GaConf21 @OrlaithSiobhan

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