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Recontextualising knowledge for school geography

This study explores the recontextualisation of geographical knowledge in school geography education. It examines the processes and implications of different degrees of recontextualisation and how students engage with them. The study also investigates the reasons for beliefs and the modes of legitimation in knowledge recontextualisation.

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Recontextualising knowledge for school geography

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  1. Recontextualising knowledge for school geography Steve Puttick steven.puttick@bishopg.ac.uk @StevePuttick

  2. ‘geographical knowledge…has been marginalised by the exigencies of everyday practice and the imperatives of policy.’ (Firth, 2011, p.312)

  3. ‘thinking skills, learning to learn and the emotional dimensions of learning [have] assumed more immediate or urgent attention than a critical gaze on the material content of lessons.’ (Morgan and Lambert, 2011, p.281)

  4. Degrees of recontextualisation: a model to describe, analyse, and stimulate critical discussion of knowledge

  5. Teachers’ knowledge work Dewey– ‘psychologising’ Schwab – ‘translation’ Bruner – ‘translation’ Bernstein – ‘recontextualisation’

  6. LessRecontextualisation More Recontextualisation

  7. Onedegree Teachers described taking, copying, stealing, and robbing material used at one degree: ‘actually, it’s the selection that is as relevant as anything else’ (Claire, interview 2:36).

  8. Twodegrees: complementing ‘the fact that…the two sources don’t contradict each other again adds credence to what they’re saying’ (Richard, interview 2:104).

  9. Twodegrees: contradicting Which one is real? Which is fake?

  10. Threedegrees Teachers described this as manipulating, arranging, taking out [the data], getting [the information],and cutting and pasting.

  11. Fourdegrees Described by teachers in terms of summarising, simplifying, reducing, and making text accessible.

  12. Fivedegrees Teachers described absorbing knowledge; sources and experiences which have developed strongly held beliefs underneath.

  13. Disciplined judgement: ‘publicly explaining reasons for belief and then scrutinizing those reasons.’ (Stemhagen et al., 2013, p.59)

  14. (1) Authority (primarily) with/from the resource (5) Authority (primarily) with/from the teacher LESS RECONTEXTUALISATION MORE RECONTEXTUALISATION

  15. Testimony, perception & deductive reason

  16. Where was this knowledge found? • To what degree has it been recontextualised? • Through what processes has it been recontextualised? • What modes of legitimation are appealed to? (reasons for beliefs)

  17. What are the implications of recontextualising knowledge to different degrees? In what ways do students engage with different degrees of recontextualised knowledge? Are there shifts in degrees of recontextualisation across topics? Key stages? What ‘reasons for beliefs’ should we be seeking to ‘publicly explain’?

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