Powerful knowledge in the classroom

A new book was added to the library of books made freely available by UCL Press at the end of last week. The books are available on the UCL Press website, and JSTOR.

The latest books is about bringing powerful knowledge into the classroom.

The geography chapter has been written by Dr. Alex Standish. It explores the curriculum thinking of two heads of department, who consider how knowledge is explored in their classrooms.

It's a fairly short chapter and is worth a read.

Fawcett Fellowship Research Questionnaire - your help requested

I'm proud to have been a UCL-IOE Fawcett Fellow for this academic year, working with others to explore curriculum thinking and epistemic quality in the curriculum.

In 1987 Edith Fawcett endowed annual Fellowships in the Department of Geography at UCL in memory of her father, Professor C B Fawcett, who was head of the department between 1928 and 1949. The Fellowships were originally designed to enable UK-based teachers and other professional geographers in mid-career to spend a sabbatical term studying at UCL. The teaching Fellows continued to be paid their full salary and the scheme funded replacement geography teaching. This has now been opened up to a second model, where regular meetings are held across a year. 

This year's group of fellows has had regular meetings at UCL, and discussions about curriculum, curriculum making and the influences which shape our professional practice. We have been discussing our decisions over what to teach, how to sequence it, and how to assess it. We have been using a number of books for inspiration, which have included the excellent David Gardner book published by the GA and others, including Alex Standish. We are drawn from different stages of our careers and different school contexts. It's been fascinating to learn from the other fellows, and I have a bulging notebook of notes and documents. We also have an input from Dr. Alex Standish during each session, and are also encouraged to follow up the Fellowship by applying for Masters level study.

We are now reaching the final stage of the year, and writing up our research and thinking. I've now got ethics clearance to launch the questionnaire which will inform the final part of my work and writing. The questionnaire is linked to and also embedded below.

This questionnaire is aimed at teachers who teach GEOGRAPHY, and refers to these lessons specifically. You don't have to be a full time Geography teacher to get involved. All responses are anonymous and may be referenced in a chapter for a forthcoming publication on curriculum thinking in geography. 

The aim of my Fawcett Fellowship is to research the impact of "everyday geographies" and how these are unpicked and taught by individual schools. My GA Presidential theme for 2021-22 was Everyday Geographies, and an exploration of the quotidian. 

As significant local / national / global news stories and related content (such as images and videos on social media accounts) appear, I'm keen to discover  how  you, as geography  teachers, react  to them and make time for them. 

This is particularly aimed at KS3 Geography teachers, but KS2 teachers would also be welcome to respond.

At  what point might these news stories prove weighty enough to displace other content in your curriculum and earn a place in your curriculum for the next few years, and what thought is given to the longevity of these stories placed against topics which form a stronger foundation for GCSE courses as they appear in the specification?  How are these stories combined with existing curriculum content, or used to displace previous case studies? Is thought given to how this might create an imbalance in the parts of the world covered, or the extent to which this reinforces partial views of the world?

Is there a tendency for these topics to skew curriculum offerings away from ‘physical geography’ or what might be considered important disciplinary knowledge because of their nature? Are more news stories likely to be what might be termed 'human' or 'environmental geography'?

I'd be interested in your thoughts on the questions below. 

Please provide as much detail as you are happy to provide.

You can fill in the survey on the embedded form below, or by clicking this link.

I am very grateful for any and all contributions.

If you want to let me know more thoughts, feel free to add a comment on the blogpost below, or DM me on Twitter: @GeoBlogs.

Thanks to SLT at King's Ely for supporting my application and enabling my involvement.

The application process for next year's Fawcett Fellowship will be open shortly, and I shall let you know all the details as soon as they are available.

Leonard Parkinson of the Maroons

 

The last half term has seen the second running through with Year 7 of our reading of 'Windrush Child' by Benjamin Zephaniah.

The British Library has a piece which explores a little more about the history of the area around Maroon Town.

Slavery made a huge impact on much of the world, and continues to do so through the legacy of colonialism and the campaign for proper reparations. Many landowners in the UK 

Maroon Town is an important place in the book. It is where the main character in the book was born and where the spirit of 'Nanny of the Maroons' who is featured on a Jamaican banknote. I came across this image of Leonard Parkinson, who was one of the Maroon freedom fighters. 

The main character in the book is called Leonard (we don't find out his surname), but it would be interesting to know whether he was named after this person.

Source: http://www.slaveryimages.org/s/slaveryimages/item/1227

If you haven't seen this UCL map before, this is also an important resource for exploring local connections with the slave trade.

It's produced by the Centre for the Study of Legacies of British Slavery.

Colouring London

Thanks to Steve Brace and Will Fry for the tipoff to this website.


I'm doing a spot of colouring the city instead at Colouring London.
It's a map experiment, and another one created by the awesome folks at UCL CASA.

Colouring London is an open data platform being built and tested at University College London, and will launch formally in May 2019. It is designed to collect, collate, show and share statistical information about London's buildings, and become the first port of call for information on the city's fabric.

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Colouring London is also a citizen science project

collecting data for scientific use, a free educational resource schools, and an initiative that celebrates London and our collective knowledge about it, and promotes sustainability and diversity within the city.

Looks like someone has already coloured in an important geographical landmark: the building in the centre of the image below.

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