Teaching Geography for Social Transformation

In the citing paper

“Gaining a more 'bottom-up' perspective on the issues facing people in African communities and designing a culturally appropriate development/research project may help to deconstruct hegemonic worldviews and representations of African people and places, and thereby promote 'cultural empathy' (Wellens et al., 2006).”

In the citing paper

“A 'social learning process', however, can challenge both students and teachers to recognise our own self-theories and critically analyse our worldviews (Wellens et al, 2006).”

In the citing paper

“Indeed, the identified benefits of the approach address several of the goals of Bigelow et al.'s (1994) vision of teaching for social justice, including: critical and linked to real world problems; multicultural, anti-racist, and pro-justice; culturally sensitive; and concerned with issues beyond the classroom walls (cited in Wellens et al., 2006).”

In the citing paper

“The nature of systems of higher education has a significant bearing on how we are constrained or supported in efforts to teach for social transformation (Wellens et al., 2006).”