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• W2212141504 abstract "This article provides comment on opportunities for curriculum renewal provided for geographical education under the terms of the current Rudd Government's Education Revolution and developments associated with National Curriculum recommendations. Spatial concepts are core business for Geography. They provide a unique perspective on the world around us and enjoy new found significance in the debates related to visual literacies. Children embrace spatial-visual representation as part of their cognitive development. New technologies including digital mapping contribute to the power of children to find expression for their special places and voice their concerns for environmental issues. Developing skills with global positioning systems combined with Google Earth and local maps is an effective starting point. A case study in one regional Victorian primary school highlights educational, social and community benefits that can flow from learning partnerships with children and their worlds. The Federal government's Education Revolution and Nation Building rhetoric provides rich opportunities for 'old' disciplines. The place of Geography in the new National Curriculum is assured - provided the curriculum writers seize the initiative with innovative and creative practice. The historians have managed this elevation of status in the national agenda. So too can geographers. The lifeline was tossed from the previous Federal Minister the Honourable Julie Bishop with the commissioned study into the decline of geography in schools; Years 3-10 (DEEWR, 2008) and the development of recommendations for the national curriculum statement currently under way are an affirmation of goodwill. It is no secret that the best outcomes for public policy come from players who can use the official documents in applied and measurable ways (Rawling, 2003). As a discipline, in my view, we have not traditionally managed to take the signals and publicly manage them to great effect (Robertson, 2007a). The 'railway gauge' (Reid, 2005) mentality of separate states' curriculums has resulted in mixed fortunes for geography. Added to these divisions, their more recent various iterations of Essential Learnings and generic curriculum frameworks have tended to submerge the traditional disciplines including geography within localised school-based responses aimed at similarly broad learning outcomes. Unless linked with normative statewide assessment such as at upper secondary school, wide variations in outcomes are inevitable. These are not easily analysed for success with discipline specific competence. Arguably, there is need for leadership from within the discipline aimed much more at the public arena. Influential voices in policy need to hear from the discipline experts to know how to guide the knowledge revolution and Australia's future economy and social needs. As devotees of the discipline we know so well this translates to a call for public action. However, before entering this arena of public debate surrounding the new National Curriculum we need to be well armed with knowledge and understanding of both the theoretical or conceptual underpinnings of the architecture shaping the current educational debates. Knowing these we can then take the fundamental concepts of the discipline and help teachers, learners and the policy people to understand the relevance and importance of the discipline. This article attempts to link the rhetoric of the new Education Revolution with key concepts in Geography and then illustrate the application in a current case study of digital mapping techniques in middle primary school." @default.
• W2212141504 created "2016-06-24" @default.
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• W2212141504 date "2008-01-01" @default.
• W2212141504 modified "2023-09-23" @default.
• W2212141504 title "Geography Breathes Again! Can Pragmatism Energise the Discipline?" @default.
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