Geography, Culture, Values and Education

Abstract

The International Charter on Geographical Education adopted by the International Geographical Union (IGU, 1992) advocates that through their studies in geography students should develop attitudes and values conducive to appreciation for the beauty of the world (both physical and human), concern for the quality of the environment, respect for the rights of all people to equality, and dedication to seeking solutions to human problems (p. 6, emphasis added). Furthermore, they should understand ‘the significance of attitudes and values in decision making’ (ibid, 7, emphasis added). Moreover, the Charter claims that geographical education contributes strongly to international education by encouraging ‘understanding and respect for all peoples, their cultures, civilizations, values and ways of life, including domestic ethnic cultures and cultures of other nations’ (ibid, emphasis added). In a similar vein, the Working Group entrusted with the task of constructing a Geography National Curriculum for England in the early 1990s was of the view that geographical education should enable pupils to ‘acquire the knowledge and develop the skills and understanding necessary to identify and investigate important cultural, social and political issues relating to place, space and environment, with sensitivity to the range of attitudes and values associated with such issues’ (DES, 1989, emphasis added). From statements such as these, it is evident that ‘culture’ and ‘values’ are perceived as essential constituents of geography and geographical education. The intention of this chapter is, therefore, to explore the interface between ‘geography’, ‘culture’, ‘values’ and ‘education’.