Mapping the journey towards self-authorship in Geography
|Title:||Mapping the journey towards self-authorship in Geography||Authors:||Moore-Cherry, Niamh
Fournier, Eric J.
Hardwick, Susan W.
|Permanent link:||http://hdl.handle.net/10197/4304||Date:||16-May-2011||Online since:||2013-05-07T11:11:39Z||Abstract:||Learning is a developmental journey, and geography curriculum plays a key role in supporting student progression. In this article, we argue that the concept of ‘self-authorship’ is a useful guiding principle in supporting curriculum revision and reform. A series of international case studies illustrate how self-authorship can be enacted in different ways within geography curricula in a range of contexts. The role of a range of collaborators and the co-curriculum in supporting the student journey are highlighted. The article concludes by suggesting that the key strength of the concept is its non-prescriptive nature.||Funding Details:||Not applicable||Type of material:||Journal Article||Publisher:||Taylor & Francis (Routledge)||Journal:||Journal of Geography in Higher Education||Volume:||35||Issue:||3||Start page:||351||End page:||364||Copyright (published version):||2011, Taylor & Francis||Keywords:||Curriculum design; Self-authorship; Learning partnerships model||DOI:||10.1080/03098265.2011.563378||Language:||en||Status of Item:||Peer reviewed|
|Appears in Collections:||Geography Research Collection|
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