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A futures time perspective in geography education in the Netherlands

A futures time perspective in geography education in the Netherlands. Tine Béneker , Hans Palings , Iris Pauw GTE Winchester 25 January 2014 . Presentation. Context research Outcomes Interpretation Q: compare UK? Research ‘agenda’ Q: comments, ideas, priorities?.

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A futures time perspective in geography education in the Netherlands

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  1. A futures time perspective in geography education in the Netherlands Tine Béneker, Hans Palings, Iris Pauw GTE Winchester 25 January 2014

  2. Presentation • Context research • Outcomes • Interpretation • Q: compare UK? • Research ‘agenda’ • Q: comments, ideas, priorities?

  3. Futures dimension in GE David Hicks (2001, 2002, 2006, 2012): ‘If all education is for the future where is the future explored in education?’ David Lambert (2011, p 138; 2010, p 65): Geography in education (in a capability approach) evokes a subject that can contribute to young people’s: deep descriptive ‘world knowledge’ theoretically informed relational understanding of people and places in the world propensity and disposition to think about alternative social, economic and environmental futures.

  4. Futures perspectives in education: only limited progress (England, Australia…) Hicks (2012), Bateman (2004), Slaughter (2008) • (Hierarchical) school and education systems: not concerned (with human and social needs) • Lack of visible urgency: issues are ‘elsewhere’ and ‘later’ • Lack of confidence / willingness (teachers)…and still missing experience and professional development opportunities

  5. Research questions I To what extent and in what ways can we recognize a futures time perspective (FTP) in the curriculum, textbooks and exams? II How can we understand this result in the context of a. the educational system and policies in the Netherlands and, b. the characteristics of the subject (geographic education) community?

  6. Looking at the curriculum → Innovation } Research material Kuiper & Nieveen (2012), Balancing curriculum freedom and regulation in the Netherlands

  7. Q1: results for vocational education (14-16) • Visionfor a new national curriculum (2008) • Implementation in 2013 ‘Views on a changing world’

  8. Q1: results for vocational education

  9. Q1: results for university preparatory education (15-18) (a-levels) • Schemefor a new national curriculum (2003) • Implementation in 2007 ‘Regions in perspective’

  10. Q1: results for upper secondary school

  11. Research question 2:Interpreting the results Factors influencing the innovation process (Bednarz, 2003; Nine years on) • Authority (law, leadership) • Power (norm, test) • Prescriptiveness (‘recipe’) • Consistency (within teachers context)

  12. Focus group (GE community) • Authority (law, leadership) • No support (national educational policy, geography community) • Power (norm, test) • Strong output testing. Focus on economic performance. • Prescriptiveness (‘recipe’) • Lack of clarity on the pedagogy, methods • Consistency (within teachers context) • Ambivalance! Teacher’s question: ‘is this geography’s (core) business?”

  13. Conclusion & comparisonFTP in GE in the UK? • Conclusion (exploration) • From our perspective more attention for a futures dimension in British Geography Education (at least in literature on function and form: DavidHicks, Alun Morgan, MargaretRoberts (a.o.)) • Questions: • Are our ‘outcomes’ different from UK practices? What is comparable and what is different? • What is the state of the art in the UK at present? • Is a FTP in GE recognized by teacher educators and teachers? • Do ‘they’ use / are they aware of related pedagogies? • Is FTP part of Geography Curriculum (A-levels?)? Is it used in final exams? • What is the lesson to belearntfor the Netherlandsfrom the UK experiencesofar?

  14. Your ideas on our ‘beautiful’ struggle? Starting point: Role of the teacher crucial for any innovation… A. Teachers / teacher students and teacher educators: *How do teachers/teacher students/teacher educators think of FTP in GE? *How does it relate to their vision on GE and their own views of the future? *What practices of FTP can we find in classrooms / courses? B.Pedagogies for FTP in GE (attained curriculum): *What knowledge (in geography content and pedagogical) do we need for (good) practice in FTP in GE? *How do students experience FTP in GE and what are the learning outcomes (attained, experiential and learned curriculum)? Q: Are this important questions? Priorities? Is there already such research?

  15. Dutch education system

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