Social geography teaching has the purpose of opening up horizons for understanding social and economic processes in local but also in foreign cultures.
The premise of this research is that although postcolonial theory is widely established in academic discourse, educational texts as well as most of the reporting in the mass media are subtly (mis-)guided by essentially colonial images of the «underdeveloped countries» as subordinate, deficient and needy, versus «developed counties» which set standards for desirable development. This historical prejudice severely impedes mutual learning for global citizenship in the 21st century.
The aim of this research is to develop texts for teaching – at secondary school and at university level which will educate students to grasp the meaning of local historical and geographical contexts and interests, as well as to reflect on possible understandings of basic concepts such as «poverty»,
«equality» or «sustainable growth».
Theories of postcolonial theory in education will inform this project. The planned methodology is to identify two to three topics of relevance to geography teaching both in Brazil and in Switzerland.
Addressing these topics scientists and educators from the University of Teacher Education Lucerne and the Federal University of Pernambuco will elaborate and test teaching concepts in a transcultural postcolonial perspective. Suggested topics are for example: public space management; growth and post growth; creativity and innovation in rural areas.
Use of seed money: Salary for 35 working days plus travelling expenses to meet colleagues in Recife to discuss an extended research proposal to be submitted to research funding institutions such as the Swiss National Science Foundation SNSF; Mercator-Stiftung Schweiz; Gebert‐Rüegg‐Stiftung; Avina-Stiftung and others.
Prof. VerenaJohanna Meier Kruker