Abstract
Future-oriented global understanding necessitates the development of a new form of cultural mindset; that is, transculturalism, as opposed to multiculturalism or interculturalism (Casinader 2014, 2016). This chapter will argue how geography, as a result of its unique form of inquiry education (Kidman and Casinader 2017), provides the ideal conduit through which teachers can develop such a perspective in primary and secondary students. The geographical emphasis on place, prediction and transformation as part of the inquiry process enables a more cohesive and holistic student understanding of global understandings.
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Casinader, N., Kidman, G. (2018). Geography Education, Transculturalism and Global Understanding. In: Demirci, A., Miguel González, R., Bednarz, S. (eds) Geography Education for Global Understanding. International Perspectives on Geographical Education. Springer, Cham. https://doi.org/10.1007/978-3-319-77216-5_9
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