Search

This paper explores the concept of 'geographical imaginaries' in New Zealand geography. It reflects on the genealogy of the concept and on the work it might perform in the world. At a time when the purpose and contribution of geography in schools is under question and the discipline is under severe strain at universities, we ask whether the idea of 'geographical imaginaries' offers a conceptual platform for demonstrating the potential for geography to offer meaning in the complex world of 21st-century New Zealand and whether it will help teachers to foster geographic thought in classrooms. In short, we argue for the merits of working with the idea of geographical imaginaries in classrooms and for utilising it to interrogate accounts of the geographical gaze and its values. This, we argue, offers opportunities to catalyse geographical thought, highlight the potential of thinking geographically, and open up a thinking space in which geography teachers can examine their pedagogy and enhance the purpose of their work. This would provide a platform for building a more imaginative and more politically and culturally relevant geography at school. [ABSTRACT FROM AUTHOR]

This paper discusses a secondary school education initiative focussing on environment and sustainability centred on a small urban stream. This initiative has passed through an engagement stage, involving the community and other schools, and is now being embedded in curriculum learning. A cross-curricular learning programme has been trialled and points the way toward new types of educational models within secondary schools in accord with opportunities offered by the new school curriculum. Moreover, these opportunities have wider benefits across the primary, secondary and tertiary sectors as well as within the community. These benefits include vertically structured place-based education, win-win partnerships, rationalising of local resources and leadership and networking. Further developments within the context of integrated catchment management are ongoing. [ABSTRACT FROM AUTHOR]

In recent years, Māori and wider indigenous geographies have flourished. These include works by scholars identifying specific Māori or indigenous issues but less attention has been paid to the way such research is conducted. This paper engages with these developments and presents the practices and lessons learnt from one particular research collaboration. Relationship building, multiple methods, flexibility, communication choices and wider support are all noted as key elements in establishing a supportive and fruitful collaboration. [ABSTRACT FROM AUTHOR]