Leadership in Geography Education
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Leadership and excellence in Geography
Karl Donert, President EUROGEO,
Director: European Centre of Excellence: digital-earth.eu
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George Whitman was proprietor of the Shakespeare and Company bookstore in Paris, it remains a
popular tourist attraction.
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Lifelong learningIf I am a lifelong learner:
• As a learner - What makes geography so exciting to learn? What essential geographical skills are needed to help me navigate the world? Excellence in geography?
• As a teacher - How can excellent learning opportunities be developed? What leadership qualities are needed?
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Harm de Blij
De Blij, H. (2012). Why geography matters: More than ever. Oxford University Press.
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Harm de Blij
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Prof. David Smith
Leading sea level change expert
Distinguished Research Associate
Consultant
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Leadership (Bolden et al., 2012)
• Research of academic leadership in UK HE
• Academic functions - teaching, research and service (admin, outreach)
• Leadership arises from engagement with influential colleagues within one’s own academic discipline
Bolden, R., Gosling, J., O'Brien, A., Peters, K., Ryan, M. K., Haslam, S. A., ... & Winklemann, K. (2012). Academic leadership: changing conceptions, identities and experiences in UK higher education. Leadership Foundation for Higher Education,.
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Leadership (Bolden et al., 2012)
• Professional autonomy in academic work
• Not formal process, ‘self-leadership’
• Develop shared academic values
• Span boundaries - externally related actions
Bolden, R., Gosling, J., O'Brien, A., Peters, K., Ryan, M. K., Haslam, S. A., ... & Winklemann, K. (2012). Academic leadership: changing conceptions, identities and experiences in UK higher education. Leadership Foundation for Higher Education,.
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Leadership (Bolden et al., 2012)
• Leadership involves a process of identity construction
• Individuals regarded as leaders when:
– seen to fight for a common cause
– carry out mentorship
– empowered through teamworkBolden, R., Gosling, J., O'Brien, A., Peters, K., Ryan, M. K., Haslam, S. A., ... & Winklemann, K. (2012). Academic leadership: changing conceptions, identities and experiences in UK higher education. Leadership Foundation for Higher Education,.
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Leadership (Moore et al., 2015)
• Sustainable city education and training
– Reviewed higher education programmes
– Mobile knowledge and situated learning
– Fieldwork as highly reflective real-world encounters
• Locating yourself and your own knowledge
Moore, S., Rydin, Y., & Garcia, B. (2015). Sustainable city education: the pedagogical challenge of mobile knowledge and situated learning. Area, 47(2), 141-149.
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Leadership (Uljens, 2015)
• Michael Uljens suggests leadership is commonly explained in terms of power and influence
• Leadership demonstrates a wise use of power
Uljens, M. (2015). Curriculum work as educational leadership-paradoxes and theoretical foundations. Nordic Journal of Studies in Educational Policy, 1(1). http://nordstep.net/index.php/nstep/article/view/27010
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Leadership (Le Heron, 2013)
• Geography institution regeneration (NZ)
• aimed at redeveloping the knowledge claims the geography community can make
• colearning and coproduction of knowledge
• uptake of ideas
Le Heron, R. (2013). Placing geography's institutions into geographic pedagogy: colearning and coproduction of knowledge as strategy to do geography differently. The Professional Geographer, 65(3), 378-383.
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• Develop an understanding of the domain
• Monitor concepts, initiatives, models, technologies, approaches, strategies and methods
• Establish triggers for role of technology
http://www.mifav.uniroma2.it/inevent/events/sclo/?s=166
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Grand Challenge
Development of People-Centred Smart Environments
Through Smart City Learning
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• Definition of a SCL agenda
• Formulation of future scenarios and proposals
• Identification of potential stakeholders and related networking action
http://www.mifav.uniroma2.it/inevent/events/sclo/?s=166
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• A 'white paper” on Smart City Learning
• H2020 ICT event – Lisbon, October 2015
• Association for Smart Learning Ecosystems and Regional Development (ASLERD)
http://www.mifav.uniroma2.it/inevent/events/sclo/?s=166
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Leadership (Donert et al., 2011)
• Strengths and challenges of international collaboration, building networks
– Collective motivation
– Collegial, connecting equals
– Sharing, pooling
• Powerful professional and personal exchanges
Donert, K., Hay, I., Theobald, R., Valiunaite, V., & Wakefield, K. (2011). International collaboration in organizations promoting geography education: Exploring success and acknowledging limitations. Journal of Geography in Higher Education, 35(3), 445-455.
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Leadership Role for Geography and Geographers
• Potential for Earth System Science leadership (Pitman, 2005)
• Intellectual melting pot (Skole, 20014)
• interdisciplinary environmental discipline
• At the heart of innovationPitman, A. J. (2005). On the role of geography in earth system science. Geoforum, 36(2), 137-148.Skole, D. L. (2004). Geography as a great intellectual melting pot and the preeminent interdisciplinary environmental discipline. Annals of the Association of American Geographers, 94(4), 739-743.
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Associationism
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Citizens as prosumers
Gryl, I., Jekel, T., & Donert, K. (2010). GI and spatial citizenship. Learning with GI V, 2-11.
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Positioning leadership
Leadership =
• Gaining influence
• Making an impact
• Affecting policy
Leydesdorff, L. (2012). The triple helix, quadruple helix,…, and an n-tuple of helices: explanatory models for analyzing the knowledge-based economy?. Journal of the Knowledge Economy, 3(1), 25-35.
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Geographers in Policy
(Council of Europe)
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Geographers in Policy
(Council of Europe)
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Geographers in Policy
(Parliamentary Assembly)
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Geographers in the
Policy arena
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NGOs, citizen action and climate change (Szarka, 2014)
• lead action on values
• build bridges between ideas and practice
• give opportunities for public engagement
• establish communities of action
• contribute to governanceSzarka, J. (2014). Non-governmental Organisations and Citizen Action on Climate Change: Strategies, Rationales and Practices. Open Political Science Journal, 7, 1-8.
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Geographers in the Policy
arena (SDGs)
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Geographers in the
Policy arena (UNEP)
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Eye on Earth
August 2015
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Eye on Earth Mission Statement
Eye on Earth strives to enable the generation, maintenance, sharing and application of
environmental, social and economic data and information to support informed decision-making
for sustainable development.
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Global Network of
Networks
EyeonEarth Initiative
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Eye on Earth: Enabler of ChangeWorking Towards Sustainable Development
• EoE Community is growing and represents the fullrange of government, private sector, environmental,social and economic interests.
• It provides access to quality environmental, social andeconomic data for informed decision-making
• Strives to close data and information gap critical toconserving the world’s resources and improving lives
• Convenes thought/action leaders worldwide to createconsensus, encourage collaboration and effect change
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Implementing the Eye on Earth Vision - the Special Initiatives
• Improving
environmental, social
and economic
information sharing
• 37 SI projects across 6
continents.
• more than 120
organisations
representing multiple
sectors across society.
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Driving MomentumSummit 2015
http://www.eoesummit.org/get-involved
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Timely DialogueSummit 2015 Focus and Themes
650 delegates, more than 60 speakers
and a global following will examine the
role of governments, technology,
science and citizens to address:
• Data demand - how to communicate
and visualise data for optimal use
• Data supply – how to encourage
innovation in gathering and accessing
crucial data
• Data-enabling conditions – how
to create the capabilities and
frameworks needed to access and use
critical information
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Transformative ImpactSummit 2015 Outcomes
Summit 2015 will seek to:
• Foster partnerships to
support informed
decision-making for
sustainable development
• Identify data-driven
solutions for some of the
world’s most challenging
environmental problems
• Engage new partners in
Eye on Earth
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Emphasis on key societal areas (climate, ecosystems, water, food,
hazards, energy, health, cities)
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Geography as powerful
knowledge (in the Anthropocene)
Geography encourages,
• acquisition and development of deep descriptive and explanatory ‘world knowledge’
• the development of the relational thinking that underpins geographical thought
• a propensity to think about alternative social, economic and environmental futures (Lambert, 2013)
Lambert, D. (2013). Geography in school and a curriculum of survival. Theory and Research in Education, 11(1), 85-98.
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Innovative Education
Approaches: GeoCapabilities (http://www.geocapabilities.org)
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Education and
human capabilities
Role of education affording people with
intellectual, moral, and existential
capabilities for lifelong learning,
economic, social, personal well-being (Sen and Nussbaum,1993)
A focus on broader education goals
Powerful knowledge (Young, 2007)
Young, M. (2007). Bringing knowledge back in: From social constructivism to social realism in the sociology of education. Routledge.Nussbaum, M., & Sen, A. (1993). The quality of life. Oxford University Press.
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Geo for AllOpenness in GeoEducation
Open Geospatial Labs are being established worldwide to scale up research and teaching globally as part of the ICA-OSGeo MoU
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Mission
Making Geospatial education accessible
to all
“Geo for All”
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Why? - Social Responsibility
Making resources including software and data openly available offers an opportunity for
knowledge to be shared widely so as to increase learning opportunities
Example – Collaborating with educational initiatives like gvSIG Batoví
For details contact:
Sergio Acosta y [email protected]
Alvaro Anguix
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Thanks to Elżbieta Wołoszyńska-Wiśniewska and colleagues at UNEP-GRID, Warsaw
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Aims of “Geo for All” Initiative
• Establish research and teaching opportunities in open source GIS and open data
• Build teaching and research infrastructureworldwide
• Provide worldwide learning platforms and training opportunities for capacity development
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Global learning platform and training opportunities
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http://eurochallenge.como.polimi.it/
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The Netherlands
• In 2008 first signs of a mismatch betweendemands of GEO labour market andquantity and quality of students andgraduates
• Establishment Geo
Employment Market
Foundation
53
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GeoSkills Plus
Survey 2013
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Knowledge-based economy (Leydesdord, 2012)
Who / What fills this space?
Leydesdorff, L. (2012). The triple helix, quadruple helix,…, and an n-tuple of helices: explanatory models for analyzing the knowledge-based economy?. Journal of the Knowledge Economy, 3(1), 25-35.
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Role of associations
Organizations in the making: Learning and intervening at the science-policy interface http://t.co/MvEIKjVAf8
Pallett, H., & Chilvers, J. (2015). Organizations in the making Learning and intervening at the science-policy interface. Progress in Human Geography, 39(2), 146-166.
implications for how geographers theorize, study and intervene in organizations at the science-policy interface with respect to encouraging learning and change and in the roles we adopt within and around such organizations.
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Geography Under Threat
threat to geography
comes from its position
within the social studies
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Our response
Because I am geographer
Who signed? (2 weeks)743 international53 Countries2,500+ Belgians
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Our response
Because I am geographer
Why protect Geography? Missing was:ModernInnovativeJobs - EmployabilityOpportunitiesInterdisciplinarySuccessful
Who signed? (2 weeks)743 international53 Countries2,500+ Belgians
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Communicating Geography
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International Charter on Geographical Education
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Conclusions: Some Needs & Recommendations For Education
• Common public media message of geography = valuation of geo-sector
• Support from geo-industry, geo-business
• Long-term commitment …… from stakeholders
• More research and information gathering
• Risk evaluation ….
“What happens if we don’t develop leadership in geographical education?”
Survey of Geo- Capacity Builders, carried out in March-May 2014