TY - CHAP
T1 - Getting Back to Basics
T2 - Is the Knowledge of School Geography Powerful in Chile?
AU - Salinas-Silva, Victor
AU - Arenas-Martija, Andoni
AU - Ramírez-Lira, Laura
N1 - Publisher Copyright:
© 2017, Springer International Publishing AG.
PY - 2017
Y1 - 2017
N2 - The study on which this chapter is based provides evidence that pedagogical knowledge and everyday knowledge are the mediating elements which can influence the way geography is understood and taught in Chile. This can be interpreted, in the words of Stengel (1997), as a discontinuous relationship between the two spheres, i.e. the academic discipline and the school subject, in which the school subject is structured as polysemic disciplinary knowledge and is perceived by teachers as fragmented. Geography teachers’ subject knowledge would appear to contradict what Young (2008) defines as “powerful knowledge” and sheds new light on the relationship between the academic discipline component and its function for school geography. This is assessed in relation to Chilean teachers’ conceptualisations of Geography, how Geography is understood in Chile, and how these conceptualisations are reflected in what is eventually taught.
AB - The study on which this chapter is based provides evidence that pedagogical knowledge and everyday knowledge are the mediating elements which can influence the way geography is understood and taught in Chile. This can be interpreted, in the words of Stengel (1997), as a discontinuous relationship between the two spheres, i.e. the academic discipline and the school subject, in which the school subject is structured as polysemic disciplinary knowledge and is perceived by teachers as fragmented. Geography teachers’ subject knowledge would appear to contradict what Young (2008) defines as “powerful knowledge” and sheds new light on the relationship between the academic discipline component and its function for school geography. This is assessed in relation to Chilean teachers’ conceptualisations of Geography, how Geography is understood in Chile, and how these conceptualisations are reflected in what is eventually taught.
KW - Academic Discipline
KW - Disciplinary Knowledge
KW - Geographical Space
KW - School Subject
KW - Subject Knowledge
UR - http://www.scopus.com/inward/record.url?scp=85055330225&partnerID=8YFLogxK
U2 - 10.1007/978-3-319-49986-4_13
DO - 10.1007/978-3-319-49986-4_13
M3 - Chapter
AN - SCOPUS:85055330225
T3 - International Perspectives on Geographical Education
SP - 181
EP - 198
BT - International Perspectives on Geographical Education
PB - Springer Nature
ER -