The Power of Geographical Thinking

Please use this identifier to cite or link to this item: 192.168.6.56/handle/123456789/16026

Full metadata record

DC Field	Value	Language
dc.contributor.editor	Clare, Brooks	-
dc.contributor.editor	Graham, Butt	-
dc.contributor.editor	Mary Fargher	-
dc.date.accessioned	2018-10-30T14:19:00Z	-
dc.date.available	2018-10-30T14:19:00Z	-
dc.date.issued	2017	-
dc.identifier.isbn	978-3-319-49986-4	-
dc.identifier.uri	http://10.6.20.12:80/handle/123456789/16026	-
dc.description	A series of points, many of which have validity across national boundaries, can be raised to locate and position the key themes both of this chapter and of the book. These take into consideration the current nature of education policy and practice both nationally and internationally, the form and function of geography as a disciplinary subject, the recent debates about powerful knowledge and whether geographical knowledge might also be considered to be powerful, and what it means to ‘think geographically’. Each of these points is explored, to a greater or lesser extent, in the text that follows	-
dc.language	en	en_US
dc.language.iso	en	en_US
dc.publisher	Springer	en_US
dc.subject	The Power of Geographical Thinking	en_US
dc.title	The Power of Geographical Thinking	en_US
dc.type	Book	en_US
Appears in Collections:	Archeology and Heritage Management

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