ISSN (Print) - 0012-9976 | ISSN (Online) - 2349-8846

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Analysing Current Practices in Geography Education

If geography currently languishes as a social study, the reasons lie within its own nature of discourse characterised by frameworks of physical-human dualism and a positivistic and deterministic approach. A review of teaching-learning materials shows that such practices in geography hinder appreciation of socio-spatial implications. Recent geographies have marked major shifts from the traditional framework by engaging in understandings of socio-spatial transformations. But our educational practices continue to operate within traditional limitations.

T he present article is an effort to assess the nature of geography education and its implications as social study. School geography attempts to tell on one hand the laws of nature and on the other, the development brought about by humans. But these discourses are isolated from each other. The study of laws of nature in geography is not receptive of the human factor. Moreover, human studies has developed within a framework that has taken off from natural sciences.

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