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    9 views21 pages

    Chapter Four

    Uploaded by

    Real Mae Peña
    hope it helps

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 21
    aph. ‘Trends and Issues in Teaching canes ~ [At the end of this Chapter, students are expected !0: 1. determine the central theme of geography: the Social Studies 2. explore geography’s identity and its role in curriculum; : 3. discuss the emergence and evolution of political ecology and its role in geography education; 4. examine issues on geographical literacy and the teaching of controversial issues in geography; and 5. propose ways of addressing challenges 10 teaching basic education. geography in The place of geography in the K to 12 Social Studies curriculum of the Department of Education in the Philippines can be understood through an analysis of the foundation of this discipline and its evolution. In 1887, geography was seen as the missing link between the natural and the social sciences (Mackinder, as cited in Castree, 2011). In here, the central theme was human-environment interaction. However, after World War II, this generalist approach towards geography was dropped due to the shift towards a specialist orientation in the academe (Castree, 2011). Due to this, division within geography started to grow and develop into sub- fields and thus led to the abandonment of geography’s identity as a discipline that deals with human-environment interaction (Castree, 2011). Also, this resulted to geography’s failure as a unified discipline to “produce major books or intellectual innovations” unlike economics (Castree, 2011, p. 290). Then, geography’s dilemma to establish its identity is aggravated by its diverse scope that includes an array of disciplines in the physical and social sciences. This speaks a lot about the state of geography education in the Philippine basic education. Why is geography integrated in various social science disciplines like history? In addition, why is geography not solely taught as a content area in Social Studies unlike the case of economics? Insights derived from the foundation and evolution of geography provide essential Trends and Dssues in Social Studies y rs 10 these questions, However, a * questions on “whi f knowledge are ; on “what types of a he ts es ee addressed by curriculum developers (Castree, . b nce, is the ge ‘ 1 701 help students und Ope of geography in the school curriculum 4 stand the effects of the whi roject in Manila wy? HOW will teachers reconcile the aer pie pee ee M gnvironment and Natural Resources (DENR) and the Department of Health (DOH) the use of dolomite so that students will understand the issue and, in turn, ae solutions to the problem? This issue calls for a curricular review in order to Werine competencies that are integrated in the K to 12 Social Studies curriculum wich deal with society-nature relations. This is Supported by the fact “that people 70" regulate and alter much of what was Once considered ‘natural’...” (Harden, 2012. P- 743). Recent Tesearch in the K to 12 Junior High School Geography curriculum in the Philippines found that students have “low-level thinking skills ind have probably developed negative attitudes toward human, physical, and environmental geography” (Dizon, 2021, p.1). This implies the need to integrate political ecology into the geography curriculum in basic education, especially in the secondary level, “to provide students with extensive knowledge and critical understanding on the dynamics of human-environment relations” (Dizon, 2021, p. 1). In this regard, this Chapter is geared towards a clear understanding of the foundation of geography education and the significance of political ecology as an input to improve the present Social Studies curriculum in the Philippines. Hence, - this Chapter contends that the integration of political ecology into the geography component of the Social Studies curriculum will better help students “make sense of society-nature relations”(Castree, 2011, p. 299) and respond to the need for intellectual change today, The Search for Geography’s Identity The war between the natural and the social sciences resulted to geography’s quest to establish its own identity (Castree, 2011). This search for geography’s identity requires one to understand its complex nature as it is comprised of various disciplines in the natural and social sciences (Castree, 2011). In this regard, the concept called Anthropocene can be employed as a tool to understand the complexity of geography. The concept of the Anthropocene regards human actions 48 crucial to the sustainability of life in this planet (cf. Tsing, et al., 2017; Malm & Homborg, 2014; Steffen, et al., 2011). In here, nature and society are integrated, thereby blurring the boundary between the natural and the social sciences (Malm & Homborg, 2014). In addition, a related concept called climate change can also be 4 essential tool to understand the complex nature of geography. Climate change is Primarily caused by the burning of fossil fuels (Malm & Hornborg, 2014). Then, this means that humans have the greatest contribution to climate change, though it 'S noted that natural disasters like volcanic eruption also contributes to it (Malm & Hornborg, 2014). This link between humans and climate change is important in to leverage knowledge from the natural and the social sciences into a field