Faculty Publications

Geography Education and the Borderlands: Using a Marginalized Discipline to Teach About the Margins

Document Type

Book Chapter

Journal/Book/Conference Title

Globalization, Marginalization and Conflict: Political, Economic and Social Processes

First Page

101

Last Page

115

Abstract

This chapter asserts that there is no teaching about borderlands without geography, and that the geographic perspective is inextricably connected to learning about borderlands. With geography at the core, borders and border studies illustrate the relationship between global societal changes and their impact on places along the margins. Borderlands present distinctive sites and situations in daily life and have implications for issues combining politics, society, culture, history, and the environment. Despite its relevance to understanding globalization and marginalization, geography education has occupied its own intellectual borderland, having been on the margins of American education for decades. Recent initiatives in geography education have created an opportunity to teach about the margins (i.e., borderlands) from this marginalized perspective. Grounded in humanistic political geography (HPG) and the ideas of philosopher Edward Casey, this work proposes a three-pronged organizational framework (HPG borderland theory) for teaching about borderlands: (1) borderlands as historical documents, (2) places of convergence, and (3) expressions.

Department

Department of Geography

Original Publication Date

1-1-2020

DOI of published version

10.1007/978-3-030-53218-5

Link to Full Text

Comments?

Share

COinS