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 34: Teaching, learning and assessing in geography: a foundation for the future

Jennifer Hill, Helen Walkington and Sarah Dyer

Abstract

The final chapter draws on the contributions to our edited collection to identify four principles that together build a solid foundation for successful teaching, learning and assessment of geography in higher education. These principles are: 1) entering the pedagogic borderlands; 2) embracing partnership working; 3) acknowledging the whole student; and 4) adopting courageous pedagogy. The nature and meaning of each of these principles is outlined, along with their affordances and challenges. The chapter demonstrates that entering the pedagogic borderlands and working in partnership to legitimate emotions as part of holistic and meaningful academic exploration can help reveal to students our disciplinary ways of knowing the world. Being courageous in our pedagogy, taking calculated risks, and working creatively within time constraints and workload pressures, we can ultimately establish more meaningful connections and deeper ways of knowing in our classrooms, over our campuses, in local communities and across the world. Consulting the mass of knowledge presented in this collection, we hope that colleagues will feel more supported in working with students to develop the geocapabilities for responsible global citizenship, both now and into the future.

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