By Osvaldo Muñiz Solari, Michael Solem, Richard Boehm
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Additional resources for Learning Progressions in Geography Education: International Perspectives
As dispossession of some Aboriginal Peoples and Torres Strait Islander Peoples from country is downplayed, or optional in the curriculum, learning progression is hindered. Looking back to look forward with better understanding of current curriculum decisions, from 1910 to 1970, many Indigenous children were forcibly taken from their parents as a result of government policies that assumed that it was beneﬁcial to assimilate indigenous children into ‘white’ society by placing them in state care or with their adoptive families.
Perfecting the partnership: Revitalizing the Māori language in New Zealand education and society 1987–2014. Language, Culture and Curriculum, 28(2), 99–112. doi:10. 1025001 Billig, M. (1995). Banal nationalism. London: Sage Publications. Blainey, G. (1983). The tyranny of distance: How distance shaped Australia’s history. South Melbourne: Sun Books. Bruner, J. (1960). The process of education. Cambridge: Harvard University Press. Cox, K. (2014). Making human geography. New York: Guilford Press.
He suggested a number of learning goals which should help to structure the curriculum. These learning goals were not organized on a longitudinal timeline, but vertically in a hierarchy. They can thus be seen as upper anchors that were articulated for different levels of abstraction. Motivated by the political discussion of the day, Ernst chose ‘emancipation’ as the most abstract and more general goal that geography lessons should strive for. This overarching goal was divided into three speciﬁc sub-goals: ability and readiness for rational orientation in a scientiﬁc world, ability and readiness for rational analysis of the contemporary and the future world as well as the ability and readiness for participation in the democratic society.