John Rennie Short maintains that the "new world order" is neither new nor orderly. His book, New Worlds, New Geographies, connects global change, urban transformation, and scholarly integrity. The disintegration of the comforting illusion that the present is just a continuation of the past demands a closer evaluation of how to live one's life in the fragmented, chaotic world of postmodemity and the current distrust of rationality and progress. In a personal yet analytical style, Short elucidates the struggles of governments and individuals to situate themselves within changing nation states and the restructurings of urban spaces into a kind of global village. Short insists that it is the responsibility of academics to help make order out of the chaos of postmodemity and make sense of the relationships between people and the environment, the social and the spatial, the structural and the personal. From the restructuring of a "new world order" to the reappraisal of the role of academics, this accessible collection of essays calls for a "progressive human geography" to help cope with the political changes of a postmodern age. New Worlds, New Geographies represents a reluctant postmodernist and resident alien's attempt to make sense of a changing world.

From the restructuring of a "new world order" to the reappraisal of the role of academics, this accessible collection of essays calls for a "progressive human geography" to help cope with the political changes of a postmodern age. New Worlds, New Geographies represents a reluctant postmodernist and resident alien's attempt to make sense of a changing world.

When Geography specialists decide they want to teach, it can be a daunting prospect to enter a real classroom, no matter how much subject knowledge they already possess. Geography: Teaching School Subjects 11-19 puts the subject into perspective and shows new teachers and student teachers how to make Geography accessible and interesting for their pupils. Divided into three sections the book examines the theory and practice of teaching geography: section one explores how teachers can frame their own knowledge for classroom practice section two focuses on Geography in the classroom and curriculum development as well as aspects of pedagogy and lesson design, evaluation and assessment section three focuses on the teachers themselves and how they can view and work on professional development within their own subject area.

Changes in the nature of knowledge production, plus rapid social and cultural change, have meant that the 'curriculum question' – what is to be taught, and by extension, 'whose knowledge' – has been hotly contested. The question of what to teach has become more and more controversial. This book asks: what is an appropriate curriculum response to the acute, renewed interest in issues of race and racism? How does a school subject like geography respond? The struggle over the school curriculum has frequently been portrayed as being between educational 'traditionalists' and 'progressives'. This book suggests a way out of this impasse. Drawing upon and extending insights from 'social realism', it explores what a Future 3 geography curriculum might look like - one that recognizes the importance of the academic discipline as a source of curriculum-making but at the same time avoids geographical knowledge becoming set in stone. The book focuses very sharply on issues of race and racism, enabling teachers to engage in curriculum making in geography that is racially literate. The Foreword is written by Julian Agyeman, a former geography teacher in the UK and now Professor of Urban and Environmental Policy and Planning at Tufts University, USA.

This book informs an international audience of teachers, scholars and policymakers about the development of learning progressions for primary and secondary geography education in various countries and regions of the world. The book represents an important contribution to learning progressions research and practice. The different chapters explore how curriculum standards and frameworks in different countries portray progress and sophistication in the learning of geography. The book compares educational systems and how teachers and curriculum developers use the concept of “learning progression” to guide educational practices. As an approach to educational research, learning progressions offer considerable potential for understanding how children develop understanding of geographic concepts and practices across grade bands and in relation to national geography standards. The book analyzes the general conditions of learning progressions within the context of a globalized world. Important themes are addressed such as: knowledge acquisition in formal education; measuring learning progressions in informal settings; learning progressions for one curriculum standard or several standards; conditions to assess progression in the learning of facts, concepts, and skills; and multiple pathways for understanding or learning geography. The contributing authors are experienced scientists in the field from all around the world giving specific insights into the practices of their countries. The book appeals to K-12 teachers, school administrators, policymakers, researchers in geography education, professors and lecturers at universities around the world.

Bringing together many of the leading human geographers from around the English-speaking world, Envisioning Human Geographies offers a series of personal visions for the future of human geography. The result is a vigorous and far-sighted debate about what human geography could and should be concerned with in the twenty-first century. The individual contributors develop their arguments to address the shape and direction of human geographies, with each chapter looking forward and envisioning an intellectual future for the subject. The result is a set of powerful statements written around the themes of: ·space ·nature ·enclosure ·political-economy ·non-representation ·post-colonialism ·feminism ·post-structuralism ·computation ·morality ·spirituality ·activism. The statements are tied via an introduction that discusses the ideological, academic and aesthetic prompts that fire the human geographical imagination. Envisioning Human Geographies maps out important new territories of enquiry for human geography, and is essential reading for all students studying the nature and philosophy of the subject.

Calloway reminds us that neither Indians nor Colonists were a monolithic group resulting in a more nuanced appreciation for the complexity of cultural relationships in Colonial America. He provides an essential starting point for studying the interaction of Europeans and Indians in early American life.