This article discusses Deep Mapping in Geography teaching and learning by drawing on a case study of a summer school organised during the COVID-19 pandemic. Deep Mapping was used to foster deep learning among the students and teach them about a distant place and people. The exercise tasked the students to work on the creation of layered maps representing the fieldwork site, the city of Vancouver, Canada. Critical student reflections about the Deep Mapping process are used to address some of the benefits and challenges. The Deep Mapping exercise stimulated the students to critically engage with the diverse summer school materials, move beyond a superficial view of the city, maps and mapping, and reflect on their positionality. The method is promising in light of making deep engagement with other places more accessible to those who might not have or be inclined to access such international educational experience and also offers another opportunity for blended learning. In conclusion, we argue that Deep Mapping offers a timely and highly engaging approach to learn about a place and people from another part of the world – be it on location or at a distance.
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The current development of tourism is environmentally unsustainable. Specifically, tourism's contribution to climate change is increasing while other sectors are reducing their greenhouse gas emissions. This paper has two goals: reveal the main structural cause for tourism's emission growth and show the consequences thereof for (mitigation) policies. It is reasoned that the main cause for tourism's strong emission growth is the time-space expansion of global tourism behavior. Contemporary tourism theory and geography fail to clearly describe this geographical development, making it difficult to understand this expansion and develop effective policies to mitigate environmental impacts. Therefore, this paper explores some elements of a 'new tourism geography' and shows how this may help to better understand the causes of the environmentally unsustainable development of tourism with respect to climate change and devise mitigation policies.
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This paper presents the findings of a study conducted among primary geography teacher educators. The research examines the perceptions of educators of primary teacher students’ desired and achieved levels of substantial knowledge, syntactic knowledge, and beliefs about the subject of geography. The findings indicate that primary teacher educators do not view their students as having significant knowledge about geography. They believe their students have better syntactic knowledge and beliefs about the subject of geography, however. Teacher educators believe that more hours of teaching and more attention to subject knowledge could raise the quality of primary teacher training in geography. Artikel is te lezen middels aankooplink: http://www.tandfonline.com/doi/pdf/10.1080/10382046.2014.967110#.VNDEHVRgXcs
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