Discussion Area for INLT Post-IGC Workshop paper on Social Transformation
read paper - Teaching for Social Transformation
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Comments / Threads So Far
- Comments on 'Teaching for Social Transformation' (from Mick Healey)
- Comments on 'Teaching for Social Transformation' (from Steve Gaskin)
- Comments on 'Teaching for Social Transformation' (from Hans de Jong)
- Comments on 'Teaching for Social Transformation' (from David DiBiase)
- Comments on 'Teaching for Social Transformation' (from Janice Monk)
- Comments on 'Teaching for Social Transformation' (from Janice Monk)
- Comments on 'Teaching for Social Transformation' (from Ruth Healey)
- Comments on 'Teaching for Social Transformation' (from Brian Chalkley)
- Response to Teaching for Social Transformation (From Bill Chambers)
Comments on "Teaching for Social Transformation"
From: Mick Healey - University of Gloucestershire, UK
Date: 12 July 2004
Posting: I enjoyed reading this paper. It struck me that
several of the papers and discussions of them are raising related issues about
the appropriateness of particular teaching and learning methods. A similar
argument appears to be arising in connection with problem based learning,
linking research and teaching through inquiry-based learning, and in the discussion
of critical pedagogy in this paper, that the most appropriate methods to enhance
student learning involve an empowering of students. If this reading is correct,
we ought to be discussing how such empowerment can best be achieved beyond
isolated instances associated with particular teachers. To develop academic
communities of practice, 'where teachers and students interact as equals'
(as suggested in this paper), or at least in which some of the traditional
power relationships between staff and students are dismantled, involves more
than just addressing teaching methods. It also goes to the heart of how universities
and the higher education system at large operate, including the balance between
teaching and research and the relative rewards for involvement in them.
On a more detailed point I was slightly surprised to read that the group had discussed 'teaching that will foster conservative and neo-liberal goals (e.g. promotion of workforce / vocationally orientated education)' as a mechanism for 'teaching for social transformation'; though I accept that taking the title literally allows for this interpretation. However, as the rest of the paper says virtually nothing about workforce / vocationally orientated education, I wonder if this should best be left with the group examining employability issues. I was also somewhat surprised by the choice of 'education for sustainable development' (ESD) as the topic used to illustrate this theme, because I'm not clear how ESD fosters conservative and neo-liberal goals. As ESD is not referred to elsewhere in the paper I wonder if this also should best be dropped.
Comments on "Teaching for Social Transformation"
From: Steve Gaskin - LTSN-GEES / University of Plymouth,
UK
Date: 12 July 2004
Posting: There has evidently been a considerable amount of
work put into this paper, and congratulations should be afforded to all members
of the group.
I am able to offer the following comments:
1) I think that the paper is well structured under the five main questions
- this makes it easy for the reader to navigate through the paper, and the
order is logical.
2) The referencing is also commendable and it is good to see the authors drawing
on work in the schools sector too, where such issues are also being taught.
3) I don't think that social tranformation has to be necessarily taught explicitly
- much of what we do in geography could in effect be "re-aligned"
or "re-badged". I am thinking about urban geography (ghettoisation)
and areas of physical geography that cover equity issues in natural resource
management. Maybe we need to re-invigorate parts of what we already deliver?
4) I would like to see more made of "how to teach" rather than "contexts",
although I do realise that the latter category is important to include - I
believe that it is the "how to" which brings a paper alive. In other
words, it is the practicalities, rather than the theorisation, which I feel
punches more weight in learning and teaching.
Overall, a well structured and argued paper with critical insight.
Comments on "Teaching for Social Transformation"
From: Hans de Jong - Hogeschool van Arnhem en Nijmegen, The
Netherlands
Date: 13 July 2004
Posting: Dear collegues, Hereby I send you my opinion about
social transformation.
Bilingual geography education A possibility for social transformation
In the future knowledge of the big amount of spoken languages in the European Union will be more and more important. As the borders within Europe will fade away, the euro will be introduced more and more and working anywhere in the Union will be possible, only faulty knowledge of European language will be a barrier for exchange of people within the European Union.
Minorities
Learning about minorities is difficult. Although there is a lot of information
about minorities it is not easy to get an overview about it. Reason is that
in most countries the topic is an emotional, sometimes dramatic question.
In The Netherlands years after years it was not done to discuss about minorities
and not at all about problems with them.
The relative scarcity of information is a problem for educating about minorities
and especially language minorities. During centuries language minorities were
seen as non-existing, because the minority people was speaking a not common
language. Their language was seen as a language of farmers or other lower
class groups. This was very clear during colonial times. The language of the
colonised people was not used in official occasions and the language of the
colonising nation was always the official language. Also in Europe existed
the same situation. Borders have often changed and ethnic groups changed from
one country to another. It was not easy for the people living in these regions
to adapt or assimilate with the new situation.
The population of Elsas-Lotharingen for instance changed five times within
one century of nation. What about their language? This has been an enormous
problem for people living there. But the problems for the Rhaeto-Romans in
Switzerland have been as big. The valleys where their language is spoken have
always been very isolated.
Education
For pupils it is important to get some knowledge of these problems. They must
have an imagination about the difficult situation of people living in a country
where another language than their mother tongue is spoken. Especially in the
unified Europe of the European Community it is important that different people
have a maximum of understanding for the living circumstances of each other.
School is the best place to get this knowledge and understanding. Teachers
must educate their pupils about minorities and the big differences between
languages.
Independent learning
The best way of getting knowledge about such problems is to discover new things
or new situations. This has something exiting. It is based on curiosity. This
curiosity mostly must be stimulated. A teacher has an important task for it.
Doing it on the right way the enthusiasm will be strongly promoted and the
results of the research of the pupils will be better. Learning by discovering
is partly an independent way of getting knowledge about certain things. It
will give satisfaction about your work. The result is becoming a part of you.
It is a product to be proud of it. But the condition is a good accompaniment.
The teacher has to prepare the lessons very well. It is not a question of
giving an exercise and waiting until the pupil is ready with it. But the preparation
can be relatively short.
Geography
Formerly a small language was in the European Union a disadvantage, but nowadays
it can be a better possibility for multilinguistic education. Geography is
a good example. This subject is suitable to introduce local and international
aspects in education. Technical terms are international and are not difficult
for not-geographers because big parts of the subject are frequently world
news. Geography lessons are the best for showing the differences, because
this subjects is concerning with developments in area and time of people in
different countries.
Bilingual instruction
In small parts of the European Union geography education in primary and /
or secondary schools has to be taught in a mother tongue, which is a minority
language, or bilingual. Problem is that there are no or insufficient school
materials in that minority language. The production of it is too expensive.
Some schools find the solution in using the mother tongue for instruction
and giving the technical terms in the mother tongue and in the official language
of the whole country. The teacher must have a good knowledge of both languages
and has to be a native speaker of the minority language.
Emancipation
Emancipation of a minority language is important for self-assurance of the
people concerned. The language has to be represented in all media. Television
is very important. It can make the minority language better accepted in the
rest of the country. Modern magazines partly made by young people can make
the emancipation more quickly.
Fryslan as an example
In the Dutch province of Fryslan the common language is a minority language:
Frisian. It is related to Dutch, German and English. About 60% of the people
are a native speaker in Frisian. But all Frisians are able to speak Dutch
as well. Most primary schools use for their instruction language Frisian in
the lower classes. But during the whole school period it is proved that bi-
or trilingual education can be successful: Frisian, Dutch and English.
The conditions for this success are as follows:
1 Geography education is taught mainly beginning from the own situation and
environment of the pupil
2 Pupils have a good knowledge of their mother tongue
3 Group instruction during a lesson will last ten minutes as a maximum
4 Technical terms are presented bilingual
5 Explanation of technical terms is taught in the minority language
6 New technical terms are illustrated with pictures, photographs, maps and
aerial photographs.
This has been worked out in three lesson series about living, working and tourism in Fryslan.
Comments on "Teaching for Social Transformation"
From: David DiBiase - Pennsylvania State University
Date: 23 July 2004
Posting: Thanks to the authors for their efforts in unpacking
their assigned topic. It is a thought-provoking read for someone who is aware
of, but not studied in, the relevant literature.
The paper begins as though the authors and the topic had just met for a blind date. A few sentences in the introduction that explain how the topic was selected might be helpful. Perhaps this sort of context will appear in the editors' preface...
I appreciate the authors' reflection on how the topic could be applied to either liberal or illiberal educational aims. I'm not prepared to concede the implication that education that prepares students for productive and satisfying careers is necessarily illiberal, however.
Under question #1, the statement of concern about teachers "becoming
propangandists or agents of government policy" is troubling. I sense
that the authors believe that a general antagonism is the only legitimate
stance for those committed to the liberal kind of social transformation. Perhaps
I misread, but this and other parts of the paper seem to encourage teachers
(and by extension, students) to marginalize themselves through committed opposition
to (and therefore exclusion from) leadership, be it corporate, governmental,
or academic. I doubt that this is a winning strategy for social transformation.
Under question #5, the notion of "teachers and students interacting as equals" will, I suspect, seem wildly idealistic to faculty members whose charges are traditional, (post-)adolescent undergraduates. For others, like me, who are privileged to learn with non-traditional adult professionals, peer relationships with students are a matter of course. It would strike me as condescending to "engage [such] students in a process of 'conscientization' that reveals social reality with all its oppressive manifestations." The paper is successful in causing me to reflect on this, however.
As to be expected in a draft manuscript, some references are not cited in the body of the paper and at least one, Oberhauser (2002) is not listed among the references.
I hope some of this is useful.
Comments on "Teaching for Social Transformation"
From: Janice Monk (University of Arizona, USA)
Date: 25 July 2004
Posting: As I work my way through the papers, I am struck
by the extent to which the issue of the changing context of higher education
in relation to the state,permeates or at least is raised, across most pieces.
Perhaps we should have some space for reflection on the cross-cutting themes,
as well as discussion of individual papers.
Comments on "Teaching for Social Transformation"
From: Janice Monk (University of Arizona, USA)
Date: 25 July 2004
Posting: In the rush to get something on line, we did not
address the agenda item of thinking about possible research and actions projects.
I would like to offer the following list of possibilities to consider, drawn
from the publication issued by the Associations of American Colleges and Universities
(Smith et al., 2000). Admittedly the focus is on institutions, rather than
a discipline, and is somewhat overwhelming in scope, but I think it offers
ideas we might reflect on:
It begins by offering a multidimensional view of diversity:
A.Access and Success
B.Campus Climate and Intergroup Relations
C.Education and Scholarhip
D.Institutional Viability and Vitality.
Additionally it suggests perspectives for diversity research:
1. It is important to be aware of the ways in which research questions are
framed.
2.Researchers must be aware of their impact on insitutions, policies, and
students.
3.Issues must be considered from diverse perspectives and methodologies
4.There is a need for both practice-driven and conceptual research.
5. It is important to take advantage of all the existing data.
6. It is important to assess the appropriateness and limits of the data.
7. Synthesis of existing studies is needed.
8.Communication of results is critical.
Turning to the four dimensions listed above:
A. Access and Success:
1.Locate new and emerging demographic needs
2.Develop more sophisticated and integrated category systems to account for
the complexity among groups
3.Develop multiple frameworks for assessing progress and growth
4.Increase attention to persons who come from multiracial backgrounds.
5. Explore what it means to be a first generation student and what are the
implications for academic success.
6.Explore the similarities of experience amonf international, immigrant and
domestic "minorities."
7.Continue research on effective predictors of success at verious levels of
education, including predictors that fall outside of testing and grades.
8.Expand research on program success and the design features that facilitate
success.
9.Clarify the relationship between social and cultural support and academic
preparation in program design.
10.Develop more focused research on graduare and professional students.
11. Study the significance of having a "critical mass" of faculty
and students of color, or of women faculty and students, and its relationship
to student success.
B: Campus CLimate and Intergroup Relations
1.Expand research on the evolution of "positive" campus climates,
particularly in the context of inbcreased heteregeneity.
2.Explore what is implied by "institutional commitment to diversity"
and how it might be assessed.
3.Further expand the research on intergroup relations.
4.Explore students' interactions across their multiple identities.
C. Education and Scholarship
1.Explore the impact of diversity research upon the curriculum and student
learning.
2.Develop a better understanding of the relationship between diversity and
pedagogy.
3.Study the impact of the presence or absence of faculty and student diversity
on learning.
D. Institutional Viability and Vitality
1.Explore the impact of diversity on a variety of institutional dynamics
2.Explore further the overall impact of diversity in students
3.Deepen the reseharch on issues of diversity and leadership at all levels
of the institution.
4.Explore the role of faculty od color and White women in institutional decision
making.
5.Analyze institutional hiring patterns and thye conditions that foster diversity
in hiring.
6.Study partnerships that expand the institutional and segmental borders of
higher education.
7.Support and expand research that is based on longitudinal and cross-campus
studies.
8.Focus on diversity in the community colleges.
9.Focus on transfer.
10.Continue to develop research on institutional heterogeneity.
11.Continue the work on special purpose institutions and the lessons that
can be drawn from them.
12. Examine the assumptions and factors related to diversity in special focus
institutions.
13.Expand the assessment research.
14.Expand research on operationalizing educational outcomes related to diversity
15.Develop research that studies diversity from an international perspective
Smith, D.G., M.Garcia, C.A. Hudgins, C.McT. Musil, M.T. Nettles, and
W.E.Sedlack. 2000. A Diversity Research Agenda: Campus Diversity Initiatives.
Washington DC: Association of American Colleges and Universities.
Comments on "Teaching for Social Transformation"
From: Ruth Healey (UK)
Date: 30 July 2004
Posting: I write these comments from the perspective of someone
who has only recently graduated.
I am encouraged that the authors recognise the inequality felt by many students between themselves and their tutors and lecturers. Although I understand the point made by David DiBiase in his comments on the teaching of mature students that peer relationships with students come naturally, I think by definition the traditional "(post-) adolescent undergraduates" are in many instances seen by their academic tutors to have less significant ideas within geographical discussion. Having only recently left school, the opinions of these students are frequently undervalued because of their age and/or presumed immaturity. Although the authors and contributors to this discussion are perhaps the least likely to see these students in this way, it is an issue that needs recognition within the wider discourse of teaching in higher education.
As such, I would agree with Mick, who comments how "the most appropriate methods to enhance student learning involve an empowering of students". Although the topic of this paper is about the teaching and learning of geography, university and higher education is not just about academia. Empowering of students could perhaps be examined through a wider range of methods. By this I mean that there are other ways provided in universities, such as societies and organisations, to empower students and increase their employability. This empowerment of students could subsequently increase their confidence with their academic work. The discussion of different ways to empower students could be examined more broadly.
An interesting issue, acknowledged in the paper, is that it is somewhat hypocritical that the topic of social transformation is "taught largely by white male upper-middle class academics." The people who are the main focus of widening participation and empowerment are underrepresented within the group who are discussing the issues that they face. There is a need to include the voices of those who have less participation within the academic discourse.
Overall, I enjoyed reading this paper which encouraged me to think about the issues discussed.
Comments on "Teaching for Social Transformation"
From: Brian Chalkley, LTSN-GEES Subject Centre, University
of Plymouth
Date: 30 July 2004
Posting: As a member of the Social Transformation Group (but
one who has so far made only a relatively minor contribution) I hope Jane
and the other team members will not mind my making a few quick observations
of the draft paper. Generally, it seems to me to be in good shape, particularly
given that we are at a relatively early stage in the preparation process.
There is a clear structure and a scholarly approach which connects the paper
to some of the existing literature. However, building on the previous comments
placed on line, I feel that there are some areas perhaps in need of further
attention.
- Like Mick Healey, I was uncertain about the reference in the first main section to neo-liberal goals and vocationalism. This interpretation of the Social Transformation agenda is presented at the start of the paper but then tends to disappear from view.
- I also agree with Mick that it would be inadvisable to present Education for Sustainable Development (ESD) as a force for neo-liberalism or vocationalism. However, I do believe that Geographers have a major responsibility for promoting and delivering the ESD agenda and that this area of discussion should be retained. In my judgement, ESD provides one of the major vehicles through which Geographers can contribute to Social Transformation.
- I liked the paper’s focus on widening participation, particularly in the second section, but feel that we ought perhaps to give more attention to the question of how Geographers can help to promote and achieve this. What are the implications for geographical education in terms of curriculum and learning, teaching and assessment methods?
- I wonder whether the paper in its present form is too ‘Anglo-American’. As illustrated by the comments of Hans de Jong, we need to incorporate some ideas from ‘continental’ Europe but also (in so far as possible) to reach out more widely to other areas of the international arena.
- In places the tone of the paper might be thought to reflect a particular political perspective (radical, oppositional, revolutionary!?). In a paper about Social Transformation some readers would see this as entirely appropriate. However, I tend to agree with the comment from David DiBiase about a ‘general antagonism’ not being the only legitimate stance. Perhaps the text and tone should adopt a rather more inclusive approach, reflecting the different kinds of routes through which Social Transformation can be achieved.
Finally, my thanks to Jane and those group members who have been more involved to date in this project than I have. I am sure we have the basis for some lively discussions in Glasgow and for an interesting paper for JGHE. Certainly Jan’s list for research and action projects will give us plenty to think about.
Response to Teaching for Social Transformation
From: Bill Chambers
Date: 10 August 2004
Posting: My background is:
Trained as a Junior/Secondary Geography teacher.
Went straight to a PhD on Limestone Hydrology and Water Chemistry
Lecturer in Geography at Teacher Training College
Lecturer - Head of Department of Geography and Environmental Studies at Collehe
of HE
Dean of Widening Participation
Thanks to all concerned for producing this stimulating essay. This is a belated attempt to contribute.
In general I would like us to address the role of geography more explicitly and directly.
I would also encourage a broader view which embraces Eastern Europe (I am a Professor Honoris Causa of Bucharest University) and the Developing World (I lived in a Peruvian squatter settlement for two years) more explicitly. Much seems to be based upon Western experience. It goes without saying in the current climate that a non-Christian perspective would add considerably to our debate.
1. Sequencing of themes.
Surprised by order. Would have preferred:
- What do we mean/understand by TST?
- What are the contexts?
- Who is being educated?
- Who is doing the educating (not teaching?)?
- What pedagogical approaches are appropriate?
2. 1(a) What doe we mean/understand by TST?
It would be useful (even if mundane) to briefly identify opportunities and contexts where TST through Geography could be achieved.
TST reminds me of the work I have done in Environmental Education where we talk about education:
- About the environment
- In the environment
- For the environment
Alternatively we speak of education in the
- Head
- Hands and
- Heart
Again related to environmental education I am reminded of the 5 approaches to values development:
- Laissez-faire
- Inculcation
- Values analysis
- Moral reasoning
- Values clarification
I find Merritt's identification of individualistic notions and community-orientated
notions very helpful particularly when we come to consider and justify widening
participation and equity.
In the next paragraph where Cook and Bigelow are discussed I am reminded of the debate in the UK several months ago initiated by Trevor Phillips of the Campaign for Rcaial Equality over the nature of diversity, race (culture) and integration.
Section 1 (b)
Surprised that we have limited our discussion to Education for Sustainable Development. I would hope our discussion at Glasgow is wider.
Section 2 Who is being educated?
This section could do with a much broader international perspective if we can get one! I have often tried to discuss the concept of widening participation with colleagues in eg Romania where the concept is alien in the sense that resources are so limited and university places so few in number that there is no need, desire to widen participation.
I like the concept of excluded majority and excluded minority.
Interesting use of '(our usual audience)' to describe our broad undergraduate audience! The British University system is almost as diverse as is the International system. Differences between the 'usual audience' of recruiting and selecting universities are immense.
The use of the UK as an example for Widening Participation is interesting. The government commitment is partly to do with the UK's poor record compared with other OECD countries.
As geographers we should also be interested in spatial aspects of widening participation in England and Globally. Even within Greater Merseyside participation rates vary from a mean of 23% to a maximum of 80%(?) and minimum of 5% (?) Interestingly the HEFCE model for analysis and funding allocation is based upon a GIS Polar Database.
The largest loss of students within the UK system is after GCSE ie before A-levels. (after year 11, aged 15-16 years.)
Part of Geography's problem is that it does not seem to engage with vocationally orientated work-based learning, advanced modern apprenticeships and the adult learner market (although a paper in latest JGHE is about a rare vocationally-orientated work based Foundation Degree in Geography.).
In terms of justification of higher education when talking to school pupils
I stress justice/equity, economic advantage/competitiveness to UK (not happy
about this and always mention developing countries and potential impact on
them), personal economic advantage through employability. Also intrinsic interest.
(Love of counting pebbles on beach!) Big move now by Sir Howard Newby to justify
HE in terms of contribution to society and also reduced violence, crime etc.
(Bowling Alone again?) Interesting recent article sin Times Higher Education
Supplement on this as way of negating perceived by some problem (?) of graduate
un(der) employment. (THES 2nd April 2004 Leader and articles by David Watson
and Alison Goddard.Also THES 11th June 2004 Yanina Sheeran.)
Also note the HEFCE-funded LTSN Project Geography and the New Undergraduate (GNU) and its attempt to engage non-traditional students.
3. Contexts of Higher Education.
Could do with additional contexts other than North America and UK. At least Australia and NZ but also preferably other countries as well.
Latest debate re: employability and type of HEI attended.
Interesting distinction between courses chosen by pupils and parents of different ethnic groups. For example when meeting Asian heritage parents and also asylum seekers and Romanian parents only vocationally relevant courses are of interest. This contrasts with many British origin parents and pupils who are happy to study 'for its own sake' and enter employment which requires generic rather than subject-specific skills and knowledge. Note also that I attended a recent meeting of East Lancahsire Partnership about the provision of HE in an HE desert or cold spot. At no time was intrinsic interest or study for its own sake even considered!
4. Who is doing the Teaching?
I am President of the Geographical Association (England) this year (2004-5). I am trying to address disadvantage by covering such topics or inviting disadvantaged academics to deliver at the Annual Conference. I am finding it almost impossible to recruit the latter due to lack of such staff in UK universities.
Hoped this poses a few questions. Looking forward to continuing debate there.
Bill