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 19: Geography as responsibility: sustainability through teaching and learning within geography

Zoe P. Robinson

Abstract

This chapter explores the ways in which we as geography educators have a responsibility to think about the wider impact on society of what we teach and how we teach it, ensuring our students are equipped to become knowledgeable and engaged actors within sustainability debates, with the skills to educate and influence others, and the agency to enact change. This responsibility includes reflecting on the ways we engage with sustainability in our teaching, the use of active and experiential pedagogies, and the provision of opportunities and support for students to practically explore sustainability without fear of failure. We also have a responsibility for the subject to ensure that any division between human and physical geography does not preclude geography from an important role in the growing interdisciplinary arenas of sustainability education and research.

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