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Geography and Development: Development education in schools and the part played by geography teachers

Lambert, D; Morgan, J; (2011) Geography and Development: Development education in schools and the part played by geography teachers. (Development Education Research Centre (DERC) Research Papers 16 ). Development Education Research Centre, Institute of Education, University College London: London, UK. Green open access

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Abstract

This research report is the third in a series undertaken by colleagues associated with the Development Education Research Centre at the Institute of Education, University of London. It is produced in partnership with the Geographical Association. Its purpose is to discuss the role of school geography teaching development issues. It raises major questions about how understanding of global development questions is taught within the schools and suggests there is a need for a more critically reflective approach towards the teaching of geography within schools. This report is part of discussions and research taking place within the Research Centre on learning and understanding about development within education. In our view there has been too little discussions about what is meant by development in the discourses in and around development education.

Type: Report
Title: Geography and Development: Development education in schools and the part played by geography teachers
ISBN-13: 9780956867445
Open access status: An open access version is available from UCL Discovery
Publisher version: http://www.ucl.ac.uk/ioe/departments-centres/centr...
Language: English
Additional information: Copyright © Development Education Research Centre.
Keywords: geography, development, education
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/1566715
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