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Geographical Association Annual Conference Guildford 14 th to 17 th April, 2011

Making geography personal. Image M Jones. Geographical Association Annual Conference Guildford 14 th to 17 th April, 2011. Making geography personal . Questions for session. What geography are young people learning? (in/outside my classroom) Where has this geography originated ?

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Geographical Association Annual Conference Guildford 14 th to 17 th April, 2011

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  1. Making geography personal Image M Jones Geographical Association Annual Conference Guildford 14th to 17th April, 2011

  2. Making geography personal Questions for session • What geography are young people learning? (in/outside my classroom) • Where has this geography originated ? 3. What geography should young people be learning? 4. How can geography become ‘personal’?

  3. 1. What geography are young people learning? Energy issues Flooding in the UK case study Natural Hazards Migration Country study (e.g. Brazil) Tourism Biome destruction Cities Coastal management Weather and climate Climate change Globalisation My mobile Fair trade Our place Geography of fuel Urban regeneration A divided world Japanese Earthquake, tsunami and nuclear threat Activity 1 What were young people learning about last week in school geography lessons?

  4. 2. Where has this geography originated ? Text book series (Awarding Body specific at GCSE & GCE) Subject community (Local GA branches, LA advisers, local networks, HEIs) Geographical Association e.g. website, journals, conferences, CPD online and face-to-face; Curriculum making events Geography Teaching Today website e.g. resources Individual and departmental websites and blogs e.g. living geography Twitter followers

  5. 2. Where has this geography originated ? SPORT CRIME FASHION

  6. 2. Where has this geography originated? QCA (2007) DfEE (1999) DFE (1995) Personal exposure to: School geography, geography teachers, different awarding bodies at GCSE and A level, University Geography Departments, PGCE/GTP courses, partnerships schools and mentors/teachers) DES (1991)

  7. 2. Where has this geography originated ? Different government ideologies

  8. 3. What geography should young people be learning? Activity 2 What are the major issues that young people should be learning about in geography lessons?

  9. 3. What geography should young people be learning? PGCE students’ views about what are the important societal, environmental, political, economic issues which should be studied in geography

  10. 3. What geography should young people be learning? • Global economy continues to grow • World fish harvest stable but threatened • Climate change impacts rise • Use of wind and solar energy increasing • Vehicle production continues to expand • HIV/AIDS threatens development • Number of violent conflicts drops • Obesity reaches epidemic levels • Corporate responsibility taking root • (See David Hicks, 2007) World population growth slows modestly, still on track for 7 Billion in late 2011 Global chronic hunger rises above 1 BillionWorld will completely miss 2010 Biodiversity target Glacial melt and ocean warming drive sea level upward Unemployment and precarious employment grow more prominent Global output stagnant The WorldWatch Institute (Vital Signs, 2011)

  11. 3. What geography should young people be learning? Learning Futures Education, Technology and Social Change Keri Facer (2011) Over the next 20 years key changes will include: The emergence of new relationships between humans and technology The opportunities and challenges of aging populations The development of new forms of knowledge and democracy The challenges of climate warming and environmental disruption The potential for radical economic and social inequalities Author discusses how student and teacher relationships and curriculum design may be impacted

  12. 3. What geography should young people be learning? Activity 2 What are the major issues that young people should be learning about in geography lessons? Activity 3 What should teachers include in the curriculum as appealing to young people ‘young peoples geographies’

  13. PGCE students’ views about what young people may find interesting geography

  14. 3. What geography should young people be learning? major societal and environmental issues Geographies of everyday life How else can we visualise this? (Representation by Bradford, 2007) How do we make two way links between the geographies of everyday life and major societal and environmental issues in a progression from primary to HE? Michael Bradford posed this question at the GA Annual Conference, Derby 2007

  15. 3. What geography should young people be learning? major societal and environmental issues Geographies of everyday life (teachers) Geographies of everyday life (students) Our personal geographies are influenced by many different factors

  16. 4. How can geography become personal? ‘Teachers should think how their perceptions of what makes geography attractive may differ from their students’ perceptions …’ (Ferretti 2007, p.147) Personal geographies are influenced by age, gender, class, nationality, ethnicity interaction with others (Butt, 2010)

  17. 4. How can geography become personal? David Mitchell, 2009 YPG 2006-2011 Mary Biddulph Roger Firth Noel Jenkins’ website Geography education research and interest in personal geographies. Sue Bermingham, GA Conference 2010 Lucy Morgan. GA Conference 2011 Graham Butt, 2011 See Ch 3 Mary Biddulph

  18. 4. How can geography become ‘personal’? Year 7 (South Gloucestershire event 2007) a) Simple approaches to finding out what your students think geography is about or what they have liked learning about? What does geography mean to you? Questionnaires: Open questions Fixed categories Most/least like statements Focus groups run by Teachers and Students as co-researchers (Year11 with Year 7; Year 13 with Year 10; Year 7 with partner primary school children) (opportunities for triangulation)

  19. 4. How can geography become ‘personal’? Whose geography is it? Geography Key Stage 3 (QCA, 2007) (Importance statement) b) Think of creative alternatives with students’ views as the starting point and not an adult text. Drawings/ art Creative writing/poetry/song Metaphors Bring an item from home that is geography. Create a sculpture to be geography What animal would geography be ? (Bradford, 2007) Photo diary Wiki Blog Tweet (140 characters) Podcast

  20. 4. How can geography become ‘personal’? c) Students as researchers What do they know about different aspects of the local area – how do they feel ? emotional mapping, wild and safe zones, alternative uses of places and spaces What key questions do students want to ask when exploring an issue? What are students concerned about, what interests them locally? Jett Loe's Free running Belfast (3 September, 2007) Available from : http://www.flickr.com/photos/jettloe/1314858172/

  21. 4. How can geography become ‘personal’? c) Students as researchers What are students concerned about , what interests them locally, nationally, globally) ? How do students (and teachers) connect with a geographical theme or issue – opportunities for strong personal narratives How are students affected and how can they affect what is happening?

  22. 4. How can geography become ‘personal’? d) Involving students in curriculum planning and participation • Finding out what students think about KS3 – what would they like to do? • Involving students as partners in GCSE and A Level specifications choices ? (students as co-researchers) • Finding out about which options within specifications most appeal to students and teachers? • Opportunities to learn from and with students (changes dynamic)

  23. d) Involving students in curriculum planning and participation The Year 8 students created 4 different lessons that were taught by geography teachers in Term 1: Yellowstone, super Volcano; Music and culture around the world; Amazing endangered animals and habitats around the world; Glastonbury festival Student led lessons evaluation: -The majority of students (62%) felt were more engaged with learning because curriculum development was student led -Significantly, 54% of students put more effort into listening and completing work -59% of students would like to be involved in curriculum development. Selected student quotes: “I think student input is necessary on the whole. In years 7 to 9 why can’t we learn about stuff we’re interested in, not what the government say or what teachers think we’re interested in. They’re usually wrong….Just ask us!” “I think teachers should still decide on what we have to learn in order to develop, but equally I think students should be given some sort of choice. If students are able to contribute then it’s more likely that we will enjoy lessons and try harder…” “The students could make the lesson, then the teacher could alter it to make sure we learn all the right skills for our GCSE next year. Students should be respected for the quality of input they can give- don’t underestimate us! ” 4. How can geography become ‘personal’? Lucy Morgan. GA Conference 2011

  24. 4. How can geography become ‘personal’? e) Develop your own questioning framework with your students. )? Personal - What has this to do with me? People - Who is involved, affected and can affect this situation? Planet - What has this to do with the planet? Political - Why should I be bothered about this? Proactive - What can I do about this that will be of benefit (and to whom)?

  25. 4. How can geography become ‘personal’?

  26. Slow food not fast food What personal geography would you like to teach?

  27. 4. How can geography become ‘personal’? f) Personal in relation to what?

  28. 4. How can geography become ‘personal’? Concluding thoughts…. Relationship with subject • What geography do you choose to present and why? • Is this presenting a particular world view? • Does the ‘curriculum’ or parts of it change year to year? • What opportunities are there for ‘topic-free spaces’ Relationship with students • In HE, ‘Students as partners in learning, co-creating the curriculum’ (Bradford, 2007) • ‘Traditional role of geography teachers and students also has to change’ (Biddulph, 2011, p.53) • Co-construction of curriculum (see Morgan, 2011) Relationship with self • What geography is driving you? • ‘Idea of curriculum as an interior journey’ (Biddulph, 2011. p.54) • What opportunities are there for you to be ‘in geography’?

  29. References and further reading Bradford, M. (2007) Forum - Future Geographies: What Should Young People be Learning? GA Annual Conference - University of Derby 12-14 April 2007. Butt, G. (2011) Geography, Education and the Future: perspectives on geography education in English schools. Association of American Geographers’ Conference Washington 14-18 April 2010. Ferretti, J. (2007) Education Matters: What Influences Students to Choose Geography at A Level? Geography 92 (2). Hicks, D. (2007) Conference 2007: Lessons for the future: a geographical contribution, Geography 92 (3) pp.179-188 Morgan, L. (2011) Young people’s voices in Geography today: To what extent can they be heard in curriculum development? GA Annual Conference – University of Surrey 14-17 April 2011. Images Slides: 1, 9. 13,18, 19, 20, 21, 26 Mark Jones Slide 20: Jett Loe's Free running Belfast (3 September, 2007) Available from : http://www.flickr.com/photos/jettloe/1314858172/

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