A Critique of the Standardization of Geography Education in Germany

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dc.contributor.authorDickel, Mirka
dc.date.accessioned2023-12-05T21:13:04Z
dc.date.available2023-12-05T21:13:04Z
dc.date.issued2013
dc.description.abstractThe preparation and adoption of national standards among many countries has been a common practice during the past three decades. This paper presents a critical analysis of the Standards for German Geography Education published in 2006, as well as, a broader critique of standardization in education. The discussion is set within the context of the educational reform movement in Germany over the past decade. The analysis presents critiques from both philosophical, as well as, practical perspectives, and cites instances where standardization and its effects on education fail to address meaningful content in geography for students, teachers, and society. The article delves into the important questions that address the meaning of education. While attention is devoted to Germany education, the articles raise thoughtful questions and discussion that can be asked about the process of educational standardization in other countries.
dc.description.departmentGeography and Environmental Studies
dc.formatText
dc.format.extent18 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationDickel, M. (2013). A critique of the standardization of geography education in Germany. Research in Geographic Education, 15(1), pp. 10-27.
dc.identifier.issn1529-0085
dc.identifier.urihttps://hdl.handle.net/10877/17467
dc.language.isoen
dc.publisherThe Grosvenor Center for Geographic Education
dc.sourceResearch in Geographic Education, 2013, Vol. 15, No. 1, pp. 10-27.
dc.subjectgeography
dc.subjectgeography education
dc.subjectGerman geography standards
dc.titleA Critique of the Standardization of Geography Education in Germany
dc.typeArticle

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