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Volume 16, Number 2

Article 1:

Recapping the History of the Antipodes: Reappraising Absolute and Relative Connotations

Don Albert, Nancy Stockwell, Jim Tiller

Volume 16 (2014), Number 2, Pages 5-25

During the first half of the 20th century, teaching and learning about the antipodes were considered a fundamental element within the undergraduate geography curricula. However, in the 1970s the antipodes were absent from Bacon’s surveys of domain, core, and sphere concepts in human and physical geography. In fast forwarding to the 21st century, the term has virtually disappeared from introductory-level geography curricula. This exploration confirms that rather than being an obscure concept, the antipodes percolate across a diverse range of illustrations in mathematics, cartography, geology, astronomy, to cultural geography, literature and social theory. Our discourse supports reclaiming the antipodes for their geodetic value within the undergraduate introductory geography curriculum, but stresses sensitivities when using relative connotations in social, cultural, and political arenas.

Keywords: Antipodes, geodesy, geographic illiteracy, absolute location, relative location

Article 2:

“There is no easy solution:”Singapore Teachers’ Perspectives and Practice of Climate Change Education

Tricia Seow and Li Ching Ho

Volume 16 (2014), Number 2, Pages 26-45

This qualitative study examines what six geography teachers in Singapore schools believe to be the purpose of climate change education, and how this influences their practice. A key finding of this study indicates that teachers oriented their practice around their belief that the aim of climate change education was to instil environmental values or critical thinking schools in their students. The belief in the purpose of climate change education was more influential compared to other factors such as the national curriculum, the school context, or their knowledge of climate change.

Keywords: climate change education, teacher education, teacher beliefs

Article 3:

The Unfortunate Status of Geography in Elementary Teacher Education: A Call for Discourse

Patrick Womac

Volume 16 (2014), Number 2, Pages 46-60

The following study aims to better understand the extent of geography and history coursework requirements—or lack thereof—in preservice elementary teacher preparation programs. Data were collected from the majority of colleges and universities that offer undergraduate degrees in elementary education. Results reveal a considerable disparity between geography and history coursework requirements; only 13.1% of these programs require a course in geography, whereas 67.6% require one or more courses in history. Explanations for the findings are discussed, followed by a call for either justification or change.

Keywords: teacher education, preservice coursework, elementary social studies