1. Investigating Geography Margaret Roberts Annual Conference of the Geographical Association Manchester 2009

2. Investigating geography What questions does geography investigate? How can pupils investigate geography? How can we investigate the teaching and learning of geography?

3. Geography The value of an academic subject depends on the extent to which it answers questions we are interested in…

4. Questions Why does the landscape vary? How are Nungua and Teshi affected by Ghanas 5 year development plan? Why are the people of District 6 in Cape Town being moved? What experiences do Y7 students have of Sheffield, the UK and the world? Why is Southern Italy represented as it is? Should the UK develop more nuclear power?

5. How are Labadi and Teshi affected by Ghanas 5 year development plan? Labadi Teshi Nungua

8. Fishing

9. Agriculture

10. Why were people being moved from District Six?

12. Everyone in the District died a little when it was pulled down…they had taken away our past and left the rubble…they had destroyed our community and left dust and memories Richard Rive

13. Extract from letter: We believed that this land was ours forever. We have made our homes here, developed the land, built schools … Now the South African Government wants us to move away. We love this land of ours…we own tractors, we plough maize and beans and often sell our surplus. We also own large herds of cattle…

15. A resettlement area in the homeland of KaNgwane

17. As geographers we have a special role – a truly creative and revolutionary one – that of helping to reveal the spatial malfunctionings and injustices, and contributing to the design of a spatial order of society in which people can be really free to fulfil themselves in a secure social setting where the rights of all are respected. This, surely, would be progress in geography (1973, Smith, An introduction to Welfare Geography) Some states of affairs are bad, and should be struggled against and changed. Such was apartheid in South Africa. (Smith, 2000)

18. Questions after apartheid: the land issue 80% of population 13% of land

20. How is the South of Italy represented in textbooks? Farming is at subsistence level Copyright photograph, headed Farming in the South from Waugh, D and Bushell, T, (2008) New Interactions, Nelson Thornes

21. Copyright photograph, headed Disadvantages of farming in the South from Waugh, D. and Bushell, T. (2008) New Interactions, Nelson Thornes

22. In this enquiry you work for the New Cassa per il Mezzogiorno or fund for the south organisation. You have been given the task of seeking funds for the improvement schemes and have been asked to give a presentation to the EU and World Bank. Draw a star diagram to show the main problems of the south Show how life in rural areas may be improved? What schemes do you think would bring most benefit? Copyright illustration to accompany the enquiry, from Waugh, D. and Bushell, T. (2008) New Interactions, Nelson Thornes

23. Copyright photographs of tomato production in Campania, vines in Puglia and orange production in Sicily. Copyright map of agricultural products of Puglia. All in an atlas produced for primary school children in Italy: De Agostini. (2006) Atlante Geografico di Base, per la scuola primaria, Instituto Geografico DAgostini

24. Factors affecting agriculture (in atlas) Campania The Romans called it happy Campania because of the fertility of its plains and the gentleness of its climate. Puglia Blessed with a good Mediterranean climate and characterised by a landscape almost without hills Extracts from: De Agostini. (2006) Atlante Geografico di Base, per la scuola primaria, Instituto Geografico DAgostini

27. Representing the other Ways in which othering is achieved: Naming and treating a place as an undifferentiated entity Stereotyping: simplifying and exaggerating a few characteristics; omission; fixing Representing the other in developmental terms Marginalising: presenting as peripheral

28. Why a negative geographical imagination? Mountjoy (1973) Problem Regions of Europe: The Mezzogiorno Europe ends at Naples and ends badly, Calabria, Sicily and all the rest belong to Africa Creuze de Lesser, 1806 AC Milan: Welcome to Europe

29. Investigating the subject: summary The range of questions geographers ask has changed. The questions are influenced by changing conceptual frameworks. There are different ways of constructing geography and different ways of seeing the world

30. Investigating geography What questions does geography investigate? How can pupils investigate geography? How can we investigate the teaching and learning of geography?

32. A framework for learning through enquiry Creating a need to know Using data Making sense of data Reflecting on learning

33. Creating a need to know: stance Copyright photograph of birds migrating – from Google images

34. Creating a need to know: Stimulus and speculation Map of Antarctica from: 7summits.com/vinson/maps.php7summits.com/vinson/maps.php Plus photograph of Michael Palin

35. Creating a need to know: Press conference

36. Types of data Reports Newspaper articles Advertisements Brochures Photographs Paintings Film Cartoons Google Earth Google Street View Atlas maps OS maps Weather Maps Statistics Graphs Personal knowledge Artefacts

37. Earthquake in LAquila www.bbc.co.uk

38. The Atlas of the Real World

39. Results 1 - 10 of about 1,370,000 for Italian earthquake L'Aquila.ItalianearthquakeLAquila

42. Three newspaper clippings showing diagrams of the Boscastle floods – removed for copyright reasons

44. Making sense

45. Copyright photograph of Patriot Hills Copyright photograph of Mozambique floods

47. Public Meeting role play Should a new incinerator be built in Sheffield? Which energy sources should the UK government encourage? Where to locate a new hi-tech industry? How should the area of waste land opposite the school in Barnsley be developed? How should the Brazilian Government respond to conflicting land claims in Amazonia?

49. Reflecting on learning Copyright photographs of Antarctica

50. Investigating geography What questions does geography investigate? How can pupils investigate geography? How can we investigate the teaching and learning of geography?

51. ClosedFramedNegotiated Questions Questions not explicitQuestions explicitPupils decide questions, guided by teacher Data Data selected by teachers, presented as authoritative evidence Variety of data provided by teacher, presented as information to be interpreted Pupils helped to find their own data from sources in and out of school Making sense Activities devised by teacher to achieve pre-determined objectives. Students follow instructions Methods of interpretation are open to discussion and choice – guided by conceptual frameworks Pupils decide how to analyse and interpret in consultation with teacher Reflection Predictable outcomesStudents discuss what they have learnt; different outcomes Pupils reach own conclusions and evaluate them critically

52. Classroom talk

53. Dialogues of learning The most powerful determinant of childrens learning, the difference that makes the difference, is how teachers scaffold the learning process Scaffolding: the complex set of interactions through which adults guide and promote childrens thinking.

54. The Guided Construction of Knowledge (Mercer) The meeting of minds (Bruner) The Co-construction of knowledge (futurelab: Enquiring Minds)

56. Copyright world map,

57. Copyright photograph of earth from space Copyright photograph of school globe

58. Extracts from learning logs or journals Chi calculations/degrees of freedom – freedom from what? This is too mathematical for me I do it without fully understanding it. The need for profit is important, but so is where and in what conditions people live. The people in the Government have no worries about their housing and they dont have severe money problems. The people on The Manor do and if the people in the government cant see this and the problems then it is obvious that the power is in the wrong hands

59. The construction of knowledge Construction Re-construction Co-construction

60. Different ways of seeing