 Wysłany: Śro 9:39, 16 Mar 2011 Temat postu: What does 'my space' look like-_1037 |
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| What does 'my space' look like?
From the places where they live to remote online spaces, young people are constantly working out the best way to navigate their worlds. They learn not only about their relationship with physical space but also the communities of which they are part and how they fit into them. PSHE and citizenship both address these needs by exploring a wide range of contemporary issues from local crime to global warming,Cheap Ghd in Australia, but coordinators of these subjects might do well to consider how geographical thinking can support people in making sense of their complex existence.The availability of space for young people was highlighted on New Year’s Day by 15-year-old Hannah Bosher (GCSE geography student at Langtree School, South Oxfordshire) when she co-edited the Today programme on BBC Radio 4. Her argument was that young people use social networking websites as a direct result of a perceived lack of physical space within her village. Online communities such as Bebo and MySpace are major powers in young people’s perception of the world and allow collaborators to share information, affection, distant friendships, ideas and creativity.Youth space71% of 12- to 15-year-olds use the internet on their own70% of 16- to 24-year-olds use social networking sites67% of children trust most of what they read on the web50% of internet households have no software to block inappropriate websites9% more girls use the internet than boys.(Ofcom, 2006)Online communities present a wide range of challenging issues that schools and parents often fail to address effectively. At their worst, websites have facilitated paedophiles, promoted the filming of violent bullying and lured young minds into dangerous conspiracy theories, but there are other more subtle risks.Changing spaceYoung web users are able to use computers as a tool not only to influence their own lives but also as a remote control from which they can affect people, places and environments across our increasingly distorted planet. With no money young people can remotely affect places on a number of scales by:voting on which places should be given aidvisiting a webpage and encouraging violent pornography to be made in Russiaranking an online video and promoting anti-social behaviouradvertising a brand that supports conflict in the Ivory CoastIt is important that young people have a sound understanding of their power and influence over distant localities, not just through the internet but through the decisions they make on a daily basis. An understanding of the nature of their connections and the places they are connected to is vital for young people to make informed judgements.Global spaceThe top 10 theme searches on the Global Dimension website are: global citizenship, poverty, fair trade, environment, diversity and inclusion, water, culture, education, climate change and development. The global dimension, one of the ‘curriculum dimensions’ outlined by the QCA within the 2007 curriculum review, is linked to all statutory subjects. It aims to address some of these issues. The dimension takes the eight aspects from the 2005 DfES guidance paper Developing the Global Dimension in the School Curriculum. The QCA identifies (questionably) just the first six of these aspects as being directly linked to geography, but how do young people learn to use and make sense of these aspects?Thinking spaceJust as being able to read and count are not just for literacy and numeracy coordinators, thinking geographically is not just the domain of the geography department. This is affirmed by the close relationship between geography and global dimension.According to the Geographical Association geographical thinking incorporates critical thinking, creative thinking, futures thinking and emotional intelligence.Critical thinking – the ability to think critically encourages pupils to question their own and others’ assumptions.Creative thinking – finding ways to release pupils’ imaginations in geography classrooms is as important as it is enjoyable. It is essential if pupils are to, for example, see connections, and for their understanding of diverse perspectives.Futures thinking – forms an important basis for active global citizenship. Only when we have a vision for the future that can we act towards it. It can empower and motivate pupils to apply their learning to complex scenarios.Emotional intelligence – pupils need to be aware of their emotional responses to particular issues and how these interlink with their experiences, actions and learning (adapted from www.geography.org.uk/projects/ globaldimension/February 2007).But these ways of thinking are closely tied to ‘creativity’, ‘enterprise’ and ‘cultural understanding and diversity’, the other three dimensions in the QCA review. What makes geographical thinking unique are the concepts that underpin it.Geographical spaceDuring February 2007 the 12 ‘hot topics’ listed by the Department for International Development’s Global Dimension website were: child labour, climate change, conflict resolution, education for all, the United Nations, human rights, refugees, stand up against poverty, sustainable development, the transatlantic slave trade, water and globalisation. A number of key geographical concepts provide a distinctive edge on how contemporary issues can be confronted. These are place, space, interdependence,GHD Straighteners Australia, environmental interaction, distance, relational perspectives, geographical imaginations, cultural understanding and diversity, proximity, physical and human processes, inequality and scale.While many of these concepts are used in everyday language, exploring them in greater depth in PSHE and citizenship can help develop young people’s understanding of their place in the world. Not just in the context of global issues,GHD Pure Straightener On Sale, but in terms of their own physical and virtual spaces and places.Daniel Raven-Ellison is head of geography at Langtree School, OxfordshireFirst published in Learning for Life, March 2007 The Court of Appeal pointed out that R and F's submission in the county court was of overt, conscious racism, and it was not prepared to find that there had been unconscious discrimination.The decisionThe Court of Appeal said that, unlike the ordinary civil claim where the judge decides, on the claimant's evidence only, whether the claimant has made out a case, in this case the judge had had the benefit of the whole of the evidence. Despite the school's failure to comply with the statutory requirements, the judge had been entitled to find on the basis of all the evidence that R and F had not proved racial discrimination. Legitimate_Home_Based_Business---Prosperity_Automated_System_Creates_Passive_Inc |
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