about this map (ncss 2013)
TRANSCRIPT
CRITICAL APPROACHES TO WORLD GEOGRAPHY
EDUCATION
AB
OU
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HIS
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Jason R. HarshmanNational Board Certified—Adolescent Social Studies
The Ohio State University
“The only true borders lie between day and night, between life and death, between hope
and loss.” –Erin Hunter
Warm-up Framing the work of
critical geography The imagined world
The experienced world Views and Voices
in Our World
OVERVIEW: ABOUT THIS MAP
EQ: Is there an equitable way to (re)present people in the world?
Objectives:o Establish a working conceptualization of
what we mean by critical geography.o Analyze and reflect upon how we
imagine the world came to be. o Use Turkey as a case study to help
inform our evaluation of geography instruction in the social studies.
CRITICAL GEOGRAPHY
EQ: What, where, and who do we imagine when we imagine a place?
Map A: Identify the location of the world’s major religions.
Map B: Identify the location of the world’s major languages.
Pair up with someone who had a different task (A find B and B find A. Numbers do not matter).
Working with multiple texts & multiple representations of information.
Comparing texts for different perspectives.
Working with academic language.
CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
Interactive Maps: Thinglink
Label the citiesLabel the
physical featuresLabel the statesColor the map
ORMAKE THE
MAP INTERACTIVE AS A WORK IN
PROGRESS
THE DOUBLE BIND“I'll start with the most obvious point: teaching the “Other” immediately creates a double bind. On the one hand, people can say you lack qualifications to teach about an “Other” unless you belong to that group. On the other hand, one can say that you are something-centric (or racist, sexist, homophobic, or whatever), if you don't include the “Other” in your teaching. I think that the only ethical thing to do is just acknowledge the double bind.
Kleinhans, C. (1993).Teaching the "other," being white, male, and middle class. Jump Cut: A Review of Contemporary Media, 38(2), 127-130.
Metageography: the set of spatial structures through which we order our knowledge of the world (Lewis & Wigen,1997).
Association of place and culture construction of what/who belongs in certain places (Anderson, 1991; Schmidt, 2010).
Combating geographical determinism with a critical global education approach emphasis upon fluidity, multiplicity, movement, and flexibility (Kenreich, 2013).
Teacher education and professional development:o Teacher as “gatekeeper” (Thornton, 1991).o A future oriented education (Hicks, 2002;
Kirkwood, 2001).o Critical history and social studies (Segall,
2004).
CRITICAL GLOBAL GEOGRAPHY
For those of you who got our Peru trip travel log you will be happy to know this trip is not the hair raising puke fest depth defining experience. For me this has been what great travel is all about Pastry shops on every corner, cool historic sites, and studying art. First of all it is not just Layl and I traveling we brought Daycia our 10 year old and Terry McDill Layl's Aunt. We left Elliot with my parents who are taking her on a Disney Cruise. So don't feel sorry for her.
Rome is amazing! At first it seemed overwhelming but very charming. We walked the streets the first night and ran into a half a dozen ruins and took night pictures of them. We were very excited for daybreak. Our first thing on the list was the Vatican. But when we got there they were closing for the day and it was only 11 am. Some how they are only open for 2 hours a day and have a weird schedule to try to keep tourist confused. It worked. We have plans to try to make it back on our last day in Italy.Read more: http://www.travelpod.com/travel-blog-entries/claysquared/1/1199391720/tpod.html#ixzz1Dl6I5c60
A Travel Blog About Rome
WHY ITALIANS THINK THEY HATE ROMANSBy Paul Hofmann; a retired New York Times correspondent, lives in Rome.Published: November 24, 1985
The nation, plagued for many centuries by factional feuds, has yet to overcome its regional chauvinism and, above all, close the wide gap between north and south. When Mount Etna in Sicily was going through one of its periodic sputters recently, graffiti reading ''Forza, Etna!'' blossomed on the mainland near Venice. The message, mysterious to foreigners, may be translated and amplified as ''Come on, Mount Etna, blow up real good and knock off a few thousand Sicilians!''
Southern Italians like to depict their countrymen in the industrial north as ''colonialists'' who owe their affluence to the protected markets of the deep south and the cheap labor they get from there. The Apulian auto worker in Turin thus describes the people in the area where he now lives as ''Piemontesi - falsi e cortesi.'’
(''Piedmontese - deceitful and polite''). The Genoese are represented by other Italians as tightwads, the Neapolitans as swindlers who will charm the shirt off your back, the Florentines as supercilious fops. There is a prejudice for every province. Most Italians, however, seem to agree on their professed distaste for their capital. The diffuse sense of a privilege undeservedly enjoyed by Rome is subliminally deepened by those ROMA license plates. Only the capital and its surroundings are allowed to spell out the fateful name; all other 94 Italian provinces have to content themselves with two letters - MI for Milan, NA for Naples, and so forth.
Earth CamGoogle Earth
ODT MapsWorld Mapper
Resource Ideas for Teaching Geography
Which region of the world does Turkey belong to?
A.) AsiaB.) EuropeC.) Middle East
Where is Turkey located ? Do you teach Turkey as a European, Asian, or Middle Eastern country?
What makes Turkey modern? Who or what do you compare Turkey to in order to define modernity?
Who is Turkish? How do you develop understandings of national and global citizenship in relation to Turkey and its relation to the world?
ESSENTIAL QUESTIONS & CONCEPTS
How does Turkey’s geography affect its
cultureS?
“Herein lies the challenge: how do we conceive of the other, indeed the Other, outside of our inherited concepts and beliefs so as not to replicate the patterns of repression and subjugation we notice in the traditional conceptual frameworks?”
Mohanty, S.P. (1989). “Us and Them: On the Philosophical Basis of Political Criticism,”Yale Journal of Criticism, (2), 2. Yale University Press, pp. 1-31.
Is th
ere a
n
equita
ble way
to
(re)p
rese
nt peo
ple
in the w
orld?
