Geography Education as Citizenship Education: Focusing on Agency, Co-agency and Co-creation

The Journal of Social Studies Education in Asia Volume 13 Page 141-150 published_at 2024-03-31
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Title ( eng )
Geography Education as Citizenship Education: Focusing on Agency, Co-agency and Co-creation
Creator
TAKUSHIMA Hirotaka
Source Title
The Journal of Social Studies Education in Asia
Volume 13
Start Page 141
End Page 150
Journal Identifire
[PISSN] 24341797
[NCID] AA12857878
Abstract
Who creates geography education as citizenship education? This question has so far been discussed from the teaching perspective. However, recent empirical research findings indicate that children do not always learn as their teachers intend. Geography education as citizenship education is not something that only teachers should aim for, but something that they should aim for together with students. This study examined two cases of geography learning that sought to change the locus of power regarding aims and assessment, with “Agency”, “Co-agency,” and “Co-creation” as key words. The results are summarized as follows: (1) In geography learning, learning activities in which students set their own learning aims and create their own assessment tasks are considered effective for learning in which students exercise agency. (2) The role of the teacher as an expert is essential to geography education as citizenship education. (3) To co-create geography education as citizenship education, teachers and students need to share a common understanding of the changing locus of power in teaching and learning. However, teachers remained in control of many of the decisions regarding the content of geography learning. Further discussion for geography education as citizenship education is needed.
Keywords
Geography
Citizenship education
Agency
Co-agency
Co-creation
Language
eng
Resource Type journal article
Publisher
The International Social Studies Assosiation
Date of Issued 2024-03-31
Rights
Copyright © 2024 the International Social Studies Association (ISSA) and Japanese Educational Research Association for the Social Studies (JERASS). All rights reserved. No part of this publication may be reproduced, stored, transmitted, in any form, or by any means, without prior written permission from JERASS and ISSA, to whom all requests to reproduce copyright material should be directed, in writing.
Publish Type Version of Record
Access Rights open access
助成機関名
日本学術振興会
Japan Society for the Promotion of Science
助成機関識別子
[Crossref Funder] https://doi.org/10.13039/501100001691
研究課題名
子どもと教師が学びの意味を共創する地理カリキュラムの開発研究
子どもと教師が学びの意味を共創する地理カリキュラムの開発研究
研究課題番号
22K20231