Histoire and geography’s pluralist pedagogy in the world

Citation preview

Histoire and geography’s pluralist pedagogy in the world Dr. ZEROUAL KHALID Université Mohammed V de Rabat

Research Article

HISTOIRE AND GEOGRAPHY’S PLURALIST PEDAGOGY IN THE WORLD

Dr. zeroual khalid Université Mohammed V de Rabat

The future trajectory of geography education demands a conscientious integration of academia's intellectual responsibility for shaping school geography. This responsibility, rather than limiting the field, serves as a catalyst for creative exploration. This essay envisions a future where the constraint of academic responsibility is harnessed to redefine geography, embracing a comprehensive perspective that accommodates diversity. Through a synthesis of 'geography as an open pluralist pedagogy,' this exploration extends beyond the confines of educational institutions, propelling the discipline toward a more inclusive and forward-thinking paradigm. In this vision, the transformative potential of geography education transcends boundaries, influencing not only schools but also contributing to the broader evolution of the discipline on a global scale.

Introduction In the ever-evolving landscape of education, the discipline of geography finds itself at a crucial juncture, marked by a compelling need for the harmonious integration of academic rigor and pedagogical responsibility. At the heart of this evolution lies the imperative for academia to shoulder the intellectual responsibility for shaping the contours of geography education in schools. However, rather than perceiving this responsibility as a restrictive force, we stand at the threshold of a transformative era where it becomes the impetus for creative and inclusive exploration. This essay embarks on a visionary journey, envisaging a future where the synthesis of 'geography as an open pluralist pedagogy' becomes the guiding beacon for the discipline's advancement. Beyond the traditional boundaries of educational institutions, this conceptual framework has the potential to propel geography into a realm where it not only embraces the diverse landscapes of

the world but also contributes meaningfully to the broader narrative of global knowledge and understanding. As we navigate the intricate interplay between academic responsibility and the pedagogical landscape, we invite a profound reconsideration of the role of geography in shaping the minds of the future. This exploration seeks to transcend the conventional confines of educational frameworks, envisioning a discipline that not only equips students with foundational knowledge but also instills in them a deep appreciation for the global diversity. Join us on this intellectual odyssey, geography becomes a catalyst for expansive thinking and transformative action on a global scale. The paradox of the geographic subject At the heart of geography lies a complex tapestry of phenomena, each thread contributing to the intricate weave of our understanding. This section dissects the inherently chaotic nature of geographic elements, from natural landscapes to human settlements. By acknowledging the entropy embedded in geographic processes, we pave the way for a more nuanced comprehension of the world's diverse and often unpredictable dynamics. Geography operates within the paradoxical dance of order and disorder, where seemingly chaotic systems often give rise to emergent patterns of organization. By recognizing the transformative potential within entropy, we uncover new

avenues for envisioning geographic phenomena as dynamic and adaptive systems. Rather than viewing entropy as a disruptive force, this section proposes a paradigm shift that considers entropy as a catalyst for innovation and evolution in geographic thought. By embracing the entropic tendencies inherent in geographical processes, we unlock the potential for novel perspectives and a deeper understanding of the ever-changing nature of our world.

Thinking geographically When thinking geographically includes the impact that human sense-making has on the world, geography is by definition, but not exclusively, a social science. Environmental concerns are a social science once they relate to human action (Bulkeley, 2020) and as geography is about writing and imagination, it also relates to the humanities (Dear, 2015). Although geography has always awkwardly bridged this main subdivision in the scientific division of labour (Driver, 1993), and this has long been a source of disciplinary fragmentation, the cultural turn has in fact strengthened the case for geography. We now realize that all academic subject boundaries are socially constructed and hence subject to continuous de- and reconstruction (Driver, 1993; Springer, 2017). If geography did not already exist, academia would be inventing it right now as an ambitious interdisciplinary field (Baerwald, 2010). In that spirit, the key point of thinking (and acting) geographically is that it brings elements from highly divergent epistemological traditions into dialogue to make sense of the world (Van Meeteren et al., 2016). Disciplinary geography combines interdisciplinary knowledges to answer geographical questions (Baerwald, 2010). What to

include to answer these questions is context-specific, but there is no a priori exclusion of the knowledge that can be brought to bear on the geographic project and may include all the unexpected, emancipatory, and transformative voices thinkable (Springer, 2017).

The constraints and possibilities of school curricula School subjects are slowly-changing institutions. And for many good reasons: the material investments at scale (teaching materials, textbooks, pedagogical training) have huge sunk costs, and the stakes – the education of the next generation – are large. One would not want to follow every turn in academic geographical debate before it has proven to be durably significant. In our world of interdisciplinary challenges, disciplines are often perceived as conservative vestiges that gatekeep knowledge and enforce stifling norms (Jacobs, 2013). But ‘discipline’ is also a key pedagogical term: denoting an established body of knowledge and the instructions to disciples (learners) (Turner, 2006). If any geographical curriculum is to make disciplinary sense, it needs to relate to its historical predecessors, albeit with a view towards geographical challenges in the future and acknowledging changing geographical insights and technologies.

When discussing the geography curriculum in all its geohistorical variety, Pattison's (1990 [1964]) overview, created for the AAG's 1960s ‘high school geography project’, remains an important foundation. Pattison argues that there are four distinct geographical traditions competing to be the centerpiece of the discipline: 1) the spatial tradition covering the spatial-analytic and spatialconceptual dimensions of geography; 2) the area studies and regional geography tradition; 3) the humanenvironment relationship tradition; 4) the earth science tradition. Arguments continue to regularly appear advocating for one of these traditions to be the discipline's future (e.g., Larsen et al., 2021; Liu et al., 2022). However, following Pattison's pluralism, the four traditions all need to be regarded as different combinations of concepts, theories and knowledge brought together within geography's purview. The traditions relate to each other through family resemblance (Puttick and Cullinane, 2022). They all share several characteristics associated with geography while not having a single common denominator that makes them ‘geographical’. This does not mean, however, that sharing a disciplinary space makes them automatically interoperable. These traditions have branched out over long lineages, and individual branches are independently in continuous dialogue with neighboring disciplines, sometimes with little desire to report back to the mother discipline (Clifford, 2002; Thrift, 2002). Cumulatively, this means that the distance between the

outer disciplinary branches may be large and require extensive intradisciplinary dialogue to be overcome (Domosh, 2016). Yet all four traditions combine to form chords in the vocabularies of thinking geographically, all play a role in humanity's current predicament, and all have historically been treated in school geography curricula over the world (Gerber, 2001). A future-proof geography curriculum and a dynamic academic discipline both require continuous remixing and recontextualizing of knowledge emerging from these four traditions in different times and places.

Conclusion: creative constraints The need to nurture geography as a school subject puts a constraint on the future of the academic discipline. But the benefit of this constraint is that it helps focusing our effort. The academic and school subjects have a lot to gain from one another while drifting (further) apart benefits neither (Stannard, 2003; Warf, 1999). In the pursuit of a better world without world war 3, the concept of peace transcends geopolitical boundaries, encompassing not only the absence of conflict but the presence of justice, equality, and harmony.We search for the multifaceted dimensions of peace, examining the role of geography in fostering a global environment where cooperation, understanding, and sustainable practices converge for the collective well being of humanity. To envision a peaceful world, it is crucial to understand the geographies of conflict and how they intersect with potential paths to resolution. By mapping the geography of peace, we can identify strategies to mitigate tensions and build bridges towards reconciliation. Peace is intricately linked with the geography and history of our planet. Sustainable development practices can contribute to environmental peace, addressing the spatial implications of

resource management, climate change, and biodiversity. By promoting a harmonious coexistence between human activities and the environment, we pave the way for a more peaceful and resilient world. Cultivating a peaceful world requires fostering cultural diplomacy and global understanding. Diverse perspectives can be leveraged to build bridges of understanding and empathy. Through spatial literacy and cultural exchange, we can break down barriers and promote a sense of shared humanity. As we envision a peaceful world, we call for a reimagining of our global landscape one where geographical insights are harnessed to promote cooperation, sustainable practices, and cultural harmony. By embracing the interconnectedness of our planet and acknowledging the spatial dimensions of peace, we give a future where geographic considerations become integral to the pursuit of a more just, equitable, and peaceful world.