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Mapping the journey towards self-authorship in Geography
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| File | Description | Size | Format | |
|---|---|---|---|---|
| Jun_FINAL_INLT_paper.pdf | 220.43 kB | Adobe PDF | Download |
| Title: | Mapping the journey towards self-authorship in Geography | Authors: | Moore-Cherry, Niamh Fournier, Eric J. Hardwick, Susan W. Healey, Mick MacLachlan, John Seemann, Jörn |
Permanent link: | http://hdl.handle.net/10197/4304 | Date: | 16-May-2011 | 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) | 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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