Handbook for Teaching and Learning in Geography
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Handbook for Teaching and Learning in Geography

Edited by Helen Walkington, Jennifer Hill and Sarah Dyer

This exemplary Handbook provides readers with a novel synthesis of international research, evidence-based practice and personal reflections to offer an overview of the current state of knowledge in the field of teaching geography in higher education. Chapters cover the three key transitions – into, through, and out of higher education – to present a thorough analysis of the topic.
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Chapter 9: Teaching in a multi- or interdisciplinary context

Amy L. Griffin

Abstract

Few university geography teaching staff are strangers to multi- and interdisciplinary research. While problems such as inconsistencies in language and epistemology present challenges, geographers are well placed to overcome these challenges because of the breadth of perspectives in the discipline and the myriad contexts to which geographical thinking is applied. Increasingly, geographers find themselves operating in a multi- or interdisciplinary context in their teaching as well as in their research. We are, however, perhaps less prepared to meet the challenges this presents. This chapter uses a model developed to describe successful interdisciplinary research collaboration to identify pedagogical implications for teaching university students the skills needed for multi- and interdisciplinary thinking. Further, it identifies a number of practical strategies that teachers can use to support students in developing these skills as well as key challenges associated with teaching in multi- and interdisciplinary contexts.

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