GeoCapabilities: A Framework for Understanding the Purposes and Values of Geography Education
GeoCapabilities is a research project currently led by the Association of American Geographers (AAG) with funding from the U.S. National Science Foundation's Geography and Spatial Science program (Award # BCS-1155255). The project's aim is to research the potential of improving curriculum making in geography through trans-Atlantic and trans-European collaborations in teacher professional development. This work is being pursued in partnership with the Grosvenor Center for Geographic Education at Texas State University, the Institute of Education in London, the University of Helsinki, the European Association of Geographers (EUROGEO), and the Geographical Association.
The capabilities approach provides a theoretical framework for understanding the broader aims of geography in education and how these aims may be shared internationally, despite the divergent traditions and policies shaping the content of geography curricula in different countries. We posit a capabilities approach to geography education can empower teachers to become leaders of curriculum making by clarifying the ways geography imparts an essential perspective for life and citizenship in a highly interdependent world. We would further argue that establishing joint efforts between the U.S. and Europe to develop teachers as leaders will prove an indispensable strategy for achieving the potential of the capabilities approach in geography education.
To date, the GeoCapabilities project has developed a methodology to analyze and compare the content, organization, and positioning of geography in the national curriculum standards and frameworks of the U.S., England and Finland. The pilot analysis produced case studies showing how capability concepts are articulated in these nations' geography standards and frameworks. The case studies demonstrate how geography education potentially contributes to the development of three human capabilities:
1. Promoting individual autonomy and freedom, and the ability to use one's imagination and to be able to think and reason;
2. Identifying and exercising one's choices in how to live based on worthwhile distinctions with regard to citizenship and sustainability;
3. Understanding one's potential as a creative and productive citizen in the context of the global economy and culture.
The results of the pilot analysis were used to craft a synthesis that presents a common trans-Atlantic framework for understanding geography in the secondary school curriculum of the U.S., England, and Finland. This framework illustrates how the broader aims of geography education for capability development are shared across national borders, irrespective of differences in the scope and sequencing of national standards. The full report with the national case studies and international synthesis is now available (see sidebar on the top right).
For more information about the GeoCapabilities project, please contact the project director, Dr. Michael Solem. Drs. David Lambert (Institute of Education, London) and Sirpa Tani (University of Helsinki) are serving as co-investigators for the project.
The Professional Geographer
The Professional Geographer, initially a publication of the American Society of Professional Geographers, became a journal of the Association of American Geographers in 1949. It publishes short articles on academic or applied geography, emphasizing empirical studies and methodologies, as well as book reviews. These features may range in content and approach from rigorously analytic to broadly philosophical or prescriptive. The journal provides a forum for new ideas and alternative viewpoints. Published quarterly.
AAG members have exclusive online access to The Professional Geographer. To view the journal online, log in using your AAG member ID and follow the link provided on the Members Only page.
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