Geography, Culture and Education

1. Front Matter

   Pages i-xi

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2. Introduction

   1. Front Matter

      Pages xiii-xiii

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   2. Geography as an Active Social Science

      • Rod Gerber, Michael Williams

      Pages 1-10

3. Geography and Culture

   1. Front Matter

      Pages 11-11

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   2. Geography as a Cultural Field

      • Wayne Davies, Mary Gilmartin

      Pages 13-30

   3. Geography, Culture, Values and Education

      • Gwyn Edwards

      Pages 31-40

   4. Geography, Technology and Culture

      • Sue Buzer

      Pages 41-50

   5. Traditional Medicine in Southeast Asia with Special Reference to Malaysia and Indonesia

      • Shaharuddin Ahmad

      Pages 51-64

   6. Cultural Interpretation and Research in Geography

      • Anders Narman

      Pages 65-74

4. Geography and Citizenship

   1. Front Matter

      Pages 75-75

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   2. Connectedness and Self-Meaning

      • Margaret Robertson

      Pages 77-91

   3. Geography and the Informed Citizen

      • David Lambert

      Pages 93-103

   4. Active Citizenship: Empowering People as Cultural Agents through Geography

      • Daniella Tilbury

      Pages 105-113

   5. Environment and Citizenship: From the Local to the Global

      • Manuela Malheiro Ferreira

      Pages 115-125

   6. Political Geography, Geographical Education, and Citizenship

      • Joseph Stoltman, Lisa DeChano

      Pages 127-144

   7. Geography and Communities

      • Dooil Kim

      Pages 145-156

5. Pedagogic Implications

   1. Front Matter

      Pages 157-157

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   2. Geography, Culture and Knowing

      • Jeffrey Lash, Pamela Wridt

      Pages 159-168

   3. Public Participation and the Active, Critical Citizen: Another View

      • David Stea

      Pages 169-178

   4. New Technologies and their Impact on the Culture of Geography Teaching and Learning

      • John Lidstone

      Pages 179-189

An important challenge for our world is to understand how cultural understanding and geographical education can be linked and used to improve the global society. We readily accept that our world is constituted by numerous groups of people who are organised by committees, tribes, regions, nations or continental entities. How these groups interact, show concern for each others' well-being and progress is still an unpredictable activity. Intercultural tensions, racial conflicts and religious clashes have all led to the challenges for enacting a constructive world. Fundamental perspectives challenge moderate ones, and the resulting tensions produce elements of fear, doubt and distrust. The extremist views of terrorist groups exaggerate these tensions to the extent that some different cultural groups do not prefer to live in peace with their neighbours. Deep-seated intercultural tensions predominate over peaceful co-existence. Such challenges may easily dominate the interaction between racial groups, tribes, indigenous peoples and colonisers. However, we know that through the sound practice of intercultural understanding, cultural groups in different contexts around the world can interact and co-exist successfully and productively. In fact, they can work together to seek to improve their society. This does not mean that one group will dominate the other. Rather, it means that both groups work together to improve their collective lives. Education has played an important role in the long-term achievement of such harmony. This volume has been developed to demonstrate that geographical education can be a potent force in the development of cultural understanding in different societies.

• conflict management
• culture
• education
• learning
• lifelong learning
• science
• learning and instruction

• Faculty of Education, Health and Professional Studies, University of New England, Armidale, Australia

  Rod Gerber

• University of Wales Swansea, Reynoldston, Swansea, UK

  Michael Williams

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