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

J. Hill, H. Walkington, S. Dyer

Research output: Chapter in Book/Report/Conference proceedingChapter

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.
Original languageEnglish
Title of host publicationHandbook for Teaching and Learning in Geography
EditorsHelen Walkington, Jennifer Hill, Sarah Dyer
Place of PublicationCheltenham
PublisherEdward Elgar
Chapter34
Pages474-486
Number of pages13
ISBN (Electronic)9781788116497
ISBN (Print)9781788116480
DOIs
Publication statusPublished - 5 Dec 2019

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