Debates in Geography Education encourages student and practising teachers to engage with and reflect on key issues, concepts and debates in their specialist subject teaching. It aims to enable geography teachers to reach their own informed judgements and argue their point of view with deeper theoretical knowledge and understanding. Expert editors and contributors provide a balance of experience and perspectives and offer international, historical and policy contexts, evidence informed classroom debates and a glimpse of the subject¿s expanding horizons. Debates considered include: what constitutes knowledge in geography? constructing the curriculum; how do we link assessment to making progress in geography? the contribution of fieldwork and outdoor experiences; technology and media; how we use Geographical Information; how geography contributes to ¿global learning¿; sustainable development and geography education. The comprehensive, rigorous coverage of these key issues, together with carefully annotated selected further reading, reflective questions and a range of specific web-based resources, will help support shape your own research and writing. Debates in Geography Education is a source of knowledge, experience and debate that will be essential reading for all students studying at Masters level, practising teachers who want to develop a better understanding of the issues that shape their practice, and Education Studies students considering in-depth subject teaching.

MasterClass in Geography Education provides a comprehensive exploration of the major themes in geography education research and pedagogy, drawing on international research. The editor draws together a variety of professional, academic and practitioner perspectives to support professional development of geography teachers. The book incorporates discussion of the place of subject knowledge in geography, the role and function of research in geography education and the relationship between research and practice. Topics covered include: - research and professional practice - constructing geographical knowledge - ethical considerations - carrying out research projects MasterClass in Geography Education will be essential reading for all studying the teaching and learning of geography on PGCE and Education MEd/MA courses.

How up-to-date is your geographical thought? Are parts of your curriculum becoming tired and out-dated? Effective Innovation in the Secondary Geography Curriculum will help training and practising secondary school teachers understand how to evaluate and refresh their curriculum in order to ensure that what they teach is relevant, topical and creative. Considering the latest developments in both the school geography curriculum and the field of geography as an academic discipline, this exciting new book explores how geography teaching and learning can be developed to engage secondary school pupils and better reflect contemporary society. Illustrated throughout with ideas and practical examples of how to update your curriculum easily and effectively, key topics covered include: Understanding curriculum theory and development; Auditing and developing your own dynamic, interactive curriculum; Critiquing textbooks and resources to ensure relevance; Constructing and analysing schemes of work; Incorporating the latest developments in the field into your teaching; How to create innovative, enduring curricula for human, physical and environmental geographies. Providing insights into the latest thinking in geography in a concise and accessible manner, Effective Innovation in the Secondary Geography Curriculum will ensure motivating, lively and successful geography teaching and learning.

Two decades after the publication of the seminal Models in Geography, edited by Richard Chorley & Peter Haggett, this major collection of specially commissioned essays charts the new human geography from the perspective of political economy. Providing surveys of recent trends in theory, bibliographic guides to the literature, and pointers to advances and frontiers in thinking, the book ranges from cultural to economic and urban geography. The authors explore the connections between political economy and geographical thought in each area, with the emphasis lying on the processes of material production and social reproduction.

The discipline of geography has undergone much change and growth in recent years. With growth has come diversity. Before 1945 there were differences between countries in the emphases on subject matter and research approach, although these were all related closely to three main ‘models’ – French, German and American. Since then, the relative importance of French and German influences has declined substantially, including within their own national territories, and the Anglo-American model has grown to world dominance. With that model, however, there is no dominant point of view but rather a multiplicity of competing approaches. These various approaches have had a different reception in other parts of the world, reflecting the base of pre-1945 geographical scholarship, the goals of geographical work set by soceities and the nature of the international contacts. The result is substantial international diversity in the practice of geography. This authoritative volume provides much needed information to make them aware of current international trends.

Re-issuing books originally published between 1969 and 1990 this set of 15 volumes gives a 20 year perspective on the development of the discipline of social geography. The books emphasize the increasingly important contribution of geographical theory to the understanding of social change, values, economic and political organization and ethical imperatives. The volumes are authored by well-known international geographers and discuss the philosophy and sociology of geography as well as key themes such as the geography of health, crime, space. They also examine the cross-over of geography with other disciplines, such as literature and history.

Geography is a component of Encyclopedia of Earth and Atmospheric Sciences in the global Encyclopedia of Life Support Systems (EOLSS), which is an integrated compendium of twenty one Encyclopedias. Geographical perceptions can be traced from very ancient cultures, although geography as a science started its development during the eighteen century, it was firmly established after the Darwinian revolution and many of its fundamentals appeared during the nineteenth century. The history of geography is closely connected with the history of human society Geography embraces both the physical and human worlds, and aims to bridge natural and human sciences. For a geographer, although the environment and its conservation is a crucial item, it is also fundamentally concerned with the living standards of humankind. Although its wide embrace may be seen as a weakness, diversification is also strength and an attraction. Approaches are multidisciplinary, exploring the complex linkages between the cultural and the natural. These favor cross-cultural communication and mutual understanding at a global scale. There is a geographical basis to most of the outstanding political problems, and geographical reasons to explain them. The subject matter of the geography theme is presented basically on how the subject matter is taught presently at the universities, and following the many paths its practitioners are following in doing research. It introduces modern subject matters and goes much further than a simple description of places and travels. The theme has been divided into four main topics: Foundations, Physical Geography, Human Geography, and Technical matters. The scope of the foundation topic is to present an overview of the basis of the geographical field, its scope, history, methods, and its importance in education. The chapters included are Main Stages of the Development, Theory and Methods, and Geographical Education. The Physical Geography topic includes the historical background of the geographical study of the Earth natural environment, and the main fields cultivated by geographers. It consists of eight chapters on basic research fields, which are Geomorphology, Climatology, Hydrology, Biogeography, Soil Geography, Coastal Systems, Ocean Geography, Mountain Geoecology, and two chapters on environmental issues: Natural Hazards and Land Degradation and Desertification. In the Human Geography topic six chapters discuss the more current fields, that is: Population, Cultural and Social, Agricultural and Rural, Industries and Transport, Economic Activities and Urban Geography. Three chapters present subjects developed more recently: Medical, Political and Tourism geographies. Finally, the Regional approach is presented as the most traditional and integrative field. These volumes are aimed at the following five major target audiences: University and College students Educators, Professional practitioners, Research personnel and Policy analysts, managers, and decision makers and NGOs.

Geographers is an annual collection of studies on individuals who have made major contributions to the development of geography and geographical thought. Subjects are drawn from all periods and from all parts of the world, and include famous names as well as those less well known, including explorers, independent thinkers and scholars. Each paper describes the geographer's education, life and work and discusses their influence and spread of academic ideas. Each study includes a select bibliography and a brief chronology. The work includes a general index, and a cumulative index of geographers listed in volumes published to date. Published under the auspices of the International Geographical Union.

This book evolved from a collaborative research project between the University of Manitoba, Canada and Jahangirnagar University, Bangladesh, which commenced in 1984 to study the problems of river channel migration, rural population displacement and land relocation in Bangladesh. The study was sponsored by the International Development Research Center (IDRC), based in Ottawa, Canada. It was through this project that I started my journey into disaster research more than thirteen years ago with basically an applied problem of massive magnitude in Bangladesh. I spent two- and-a half-years, in two stages, in Bangladesh's riparian villages to collect the empirical data for this study. Then the growing disaster discourse throughout the 1980s, especially its conceptual and theoretical areas, drew me in further, gluing my interest to these issues. In the 1990s, during my research and teaching at Brandon University, Canada, I realized that, despite the large body of literature on natural disasters, there was no work that synthesized the approaches to nature-triggered disasters in a comprehensive form, with sufficient empirical substantiation. In addition, despite the great deal of attention given to disasters in Bangladesh, I found no detailed reference book on the topic. Natural hazards and disasters, in my view, should be studied under a holistic framework encompassing the natural environment, society and individuals. Overreaction to the limitations of technocratic-scientific approaches-the control and prevention of physical events through specialized knowledge and skills-has resulted in a call for "taking the naturalness out of natural disasters.