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dc.contributor.authorEllis, Christopher
dc.date.accessioned2022-07-05T10:33:49Z
dc.date.available2022-07-05T10:33:49Z
dc.date.issued2017-01-04
dc.identifier.issn2043-8338
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/338771
dc.description.abstractThis paper describes an attempt to develop Year 8 students’ understandings of place over a short lesson sequence about the ongoing refugee crisis in Europe and the Middle East. Conceptually, it aimed to move students beyond a static view of place - as manifested in populist anti-immigration stances - and towards a relational understanding of place informed by the theories of Doreen Massey (2004). Students’ thinking was tracked across five lessons framed around an enquiry question: ‘should the UK accept Syrian refugees?’ The paper documents how students’ understandings developed in multiple, complex, and at times contradictory ways. This is important as pedagogical research on migration – in education studies generally and school-based geography in particular – is severely lacking.Moreover, the shift in some students’ views from anti-refugee to pro-refugee demonstrates the potential of geography teaching to engage with controversial issues and guard young people against indoctrination.
dc.publisherFaculty of Education
dc.rightsAll Rights Reserved
dc.rights.urihttps://www.rioxx.net/licenses/all-rights-reserved/
dc.subjectPGCE Secondary
dc.subjectGeography
dc.subjectClassroom
dc.subjectEducation
dc.subjectYear 8
dc.subjectrefugees
dc.title‘Should we accept Syrian refugees? ’Developing Year 8 students’ understandings of place with reference to the European refugee crisis
dc.typeArticle
prism.endingPage68
prism.publicationNameJournal of Trainee Teacher Educational Research
prism.startingPage41
prism.volume8
dc.identifier.doi10.17863/CAM.86180


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