Titlebook: Geography, Culture and Education; Rod Gerber,Michael Williams (Emeritus Professor) Book 2002 Springer Nature B.V. 2002 conflict management

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Geography, Culture, Values and Education constructing a Geography National Curriculum for England in the early 1990s was of the view that geographical education should enable pupils to ‘acquire the knowledge and develop the skills and understanding necessary to identify and investigate important ., social and political issues relating to

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Public Participation and the Active, Critical Citizen: Another Viewdemocratic ‘ideal’ of public involvement and the autocratic ‘reality’ (even in democracies) of elite decision-making. The same is frequently true of the ‘critical thinking’ we try to teach: its expression by ordinary citizens is often much more valued in the halls of academe than in the palaces of g

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Book 2002ominate over peaceful co-existence. Such challenges may easily dominate the interaction between racial groups, tribes, indigenous peoples and colonisers. However, we know that through the sound practice of intercultural understanding, cultural groups in different contexts around the world can intera

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Geography as an Active Social Science by Wilbanks in the above quotation. It is a means for intellectual ends in the knowledge, skills and values that is promoted as geography. These have been enumerated in a wide range of policy statements such as the . (IGU.CGE, 1992). It has been demonstrated to be a means for social ends such as pr

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Geography as a Cultural Fieldide the other systematic divisions, such as political, urban, or economic geography. But in the last two decades new interpretations of the importance of culture in the differentiation of societies and space, as well as appreciation of the limitations of the realist assumptions that underlay traditi

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