Eurodisney

A workshop from the post-modern group backside Morgan introduced a 16-19 level activeness about the Monsanto Issue. It used texts for inquiry and values inquiry and highly-developed a post-modern approach.

The texts are second-hand and highly mediated, and the students are encouraged to bear critical questions about power e.g. Monsantos web site uses advertisements that change MNCs power.

The wide range of texts suggest there is no unitary creation to the Monsanto Issue.

Students de-code the messages in the text - which shout loudest? What perspectives are missing? Who produces/reads the text? What links have the texts to gender/class/race? nates Huckle provided an example of possible work with KS2 students on Disneyland and its construction of nature. This hyper-reality dissolves legitimacy and continuity.

Discussion of these activities led to further clarification of the way texts commit the reader in the world, and how post-modern approaches lead the students to challenge the modern laying claim that beneath the images there is a truth or reality to be searched out. All the texts may have equal worthy or worthlessness.

fibres: Adam Lent, The New Politics, Pluto 1998.

Shirley Steinberg and Joe Kinchelar, Students as Researchers: creating classrooms that matter, Falmer Press, 1998 Saturday morning Presentations by groups Children and training group Linda Thompson and John Morris account on work in progress quizzical students about school geography and abut their needs and preferences.

Results so far gave rise to preaching about the place of much(prenominal) questioning - it should be standard practice followed by de-briefing and discussion with the students, and was valuable educationally to broaden their perspectives and make the teaching and learning aims and strategies much more explicit. This work is continuing.

Alternative texts group Susan Bermingham describe on a scheme of work with Year 8 students using sets of photographs as secondary texts. Contrasting photos of Sao Paulo and then negative images of the students headquarters town were explored and questioned. Discussions were concerned with where these places were, what are they really like, who took the photographs and why. The students began to critically deconstruct the images.

Sophie Yangopoulos, ineffective to be present at the last minute, sent ideas and comment on work about the issues of overseas aid, using alternative text, including cartoons, from groups with various views and positions on aid.

Concepts group John Hopkin reported on work by Lucy Kirkham, Margaret Mackintosh, Jeff Serf and himself on the concepts of import to several other educations and their overlaps with school geography.

Dialogue group Roger Carter reported on progress setting up discussions between people from contrary phases and sectors of education, for publication in Teaching Geography.

Other work in progress Chris Durbin reported on GeoVisions in Staffordshire and his work with Staffordshire teachers. some ideas for developing the spiritual dimension in school geography arose. Fundamental to work of this kind is the release from central govern in the classroom for times of silence, stillness and thought.

Simon Chandler from the Thinking Skills dispatch in the North East gave us a outline of the activities of their ongoing group of about 18 teachers based discloseially on David Leats work. There are many points of contact with GeoVisions approaches. Reference: David Leat (ed.) Thinking Through Geography, Chris Kington Publishing, 1998.

Saturday afternoon The last part of Saturday morning and the afternoon session were devoted to discussion of the future.

after April 1999 the priorities of GeoVisions should be: a] completing work and tasks begun, and making the results of these accessible to as many geography educators as possible;

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