Titlebook: Geography Education‘s Potential and the Capability Approach; GeoCapabilities and Richard Bustin Book 2019 The Editor(s) (if applicable) an

BRUNT

Book 2019sed as ‘GeoCapabilities’, this concept draws on the the capabilities approach developed by Amartya Sen and Martha Nussbaum applied to curriculum thinking in schools. While traditional subjects have often been deemed irrelevant and outdated in an overcrowded secondary school curriculum, subjects like

aspect

ul knowledge’ of geography as a subject in schools has a uniThis book explores the pivotal role that geography as a school subject plays in helping every young person achieve their educational potential. Expressed as ‘GeoCapabilities’, this concept draws on the the capabilities approach developed by

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https://doi.org/10.1007/978-3-322-90071-5ulum’. At the heart of the Future 3 curriculum is socially realist ‘powerful knowledge’, created by communities of experts working within the ‘disciplinary’ rules of their expertise. Powerful knowledge has been expressed through a number of subjects such as maths and physics and forms the basis of GeoCapabilities.

有斑點(diǎn)

,Mapping a Curriculum ‘Crisis’,ulum’. At the heart of the Future 3 curriculum is socially realist ‘powerful knowledge’, created by communities of experts working within the ‘disciplinary’ rules of their expertise. Powerful knowledge has been expressed through a number of subjects such as maths and physics and forms the basis of GeoCapabilities.

micronutrients

What Is the Purpose of Schools?,s of Mind. Informing these debates include the changing priorities of Government legislation, changing examination criteria, and an increased focus on ‘pedagogy’ not ‘curriculum’. The ‘status’ of geography in schools differs worldwide; in English schools geography is often taught as part of humaniti

COST

一致性

,Bringing the ‘Geography’ Back in,to geographical study, and some on geographical skills. The relationship between the university discipline and school subject has changed, with the former driving the latter for much of its existence until the fixing of school geographical content in the National Curriculum created a divide between

大看臺(tái)

,The ‘Capabilities Approach’ to Geography Education,s measure of individual freedom is an alternative to more tangible measures such as wealth. Some writers have tried to ‘define’ a list of universal capabilities whilst developing capability theories. When applied to curriculum thinking, the capabilities approach expresses the ways education can enab

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