Full Description
This book presents the core concepts of geographical education as a means of understanding global issues from a spatial perspective. It treats education, supported by high standards, approaches, methodologies, and resources, as essential in exploring the interactions of the world's human and environmental systems at local, regional, and global scales embedded in the nature of the discipline of geography. It covers topics such as climate change, sustainable development goals, geopolitics in an uncertain world, global crisis, and population flows, which are of great interest to geography researchers and social sciences educators who want to explore the complexity of contemporary societies.
Highly respected scholars in geography education answer questions on key topics and explain how global understanding is considered in K-12 education in significant countries around the globe. The book discusses factors such as the Internet, social media, virtual globes and other technologicaldevelopments that provide insights into and visualization - in real time - of the intensity of relationships between different countries and regions of the earth. It also examines how this does not always lead to empathy with other political, cultural, social and religious values: terrorism threats and armed conflicts are also essential features of the global world. This book opens the dialogue for global understanding as a great opportunity for teachers, educators, scholars and policy makers to better equip students and future citizens to deal with global issues.
Contents
Chapter 1. Introduction: Why geography education matters for global understanding? (Ali Demirci, Rafael de Miguel González, and Sarah W. Bednarz).- Part I: Framework of global understanding.- Chapter 2. Conceptual framework: What is global understanding? (Benno Werlen).- Chapter 3. Issues alarming the world for global action: Why the world needs global understanding? (Chew-Hung Chang).- Chapter 4. International charters and declarations for global understanding: A historical overview from CGE-IGU (Joseph Stoltman).- Chapter 5. Global citizenship as an approach for global understanding (Inga Gryl).- Part II: Geography education for global understanding.- Chapter 6. The role of geography education for global understanding (Michael Solem).- Chapter 7. Geography education around the world: The current situation and trends (Joop van der Schee and John Lidstone).- Chapter 8. How international our national geography curriculums are to tackle global issues? ( David Lambert).- Chapter 9. From classroom practices to global actions: A critical overview of the current geography education to provide global understanding (Margaret Robertson).- Chapter 10. Geospatial technologies for global understanding education (Karl Donert).- Part III: Global understanding in geography education.- Chapter 11. Chile (Fabian Araya).- Chapter 12. China (Yushan Duan).- Chapter13. Finland (Sirpa Tani).- Chapter 14. Japan (Minori Yuda).- Chapter 15. New Zealand (Lex Chalmers).- Chapter 16. South Africa (Aubrey Golightly).- Chapter 17. South Korea (Jongwon Lee).- Chapter 18. Spain (Rafael de Miguel & Maria Luisa de Lázaro).- Chapter 19. The UK (Simon Catling).- Chapter 20. The US (Osvaldo Muniz).- Chapter 21. Turkey (Ali Demirci).- Chapter 22. Conclusion: A road map to empower geography education for global understanding (Ali Demirci, Rafael de Miguel González, and Sarah W. Bednarz).
