Effective Instructional Approaches
Edited By Lydiah Nganga, John Kambutu and William B. Russell III
Chapter Fourteen: Global Education for Critical Geography: Jason R. Harshman
Jason R. Harshman
The Orient was almost a European invention
Edward Said, Orientalism, 1978
To better understand the processes that shape how the world is organized and imagined, the study of geography must incorporate more than the extent to which students are able to identify cities and mountains on a map. Geography, John Dewey (1897) argued, is more than the classification of facts, it is the way an “individual feels and thinks the world” (p. 168). Integrating critical geography into global education involves engaging students in a deeper appreciation for the diversities that make up human and cultural geography, while also questioning the local and global processes that shape everyday experiences of space and power (Gruenewald, 2003; Helfenbein, 2006; Massey, 2007). If students are to decolonize and decenter their worldview, educators need to adopt a more globally minded approach to teaching and learning world geography (Merryfield, 2001).
This chapter begins with a brief overview of how space has been theorized and defined in the fields of geography and education to illustrate the relationship between critical geography and global education. The next section addresses the construction of place and the extent to which technologies and globalization complicate teaching about here and there. The concepts advanced in this chapter are then applied to the study of two countries, Turkey and China, to illustrate how critical approaches to geography and global education can come together to foster new ways of thinking about the world.
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.