Spaces, Landscapes and Games: The Case of (Geography) Education Using the Example of Spatial Citizenship and Education for Innovativeness

Abstract

This paper analyzes the relation between landscapes, game, and education for the case of geography education. To explore this relationship, two appropriate and interlinked didactical approaches from geography education, Spatial Citizenship and Education for Innovativeness, are introduced, analyzed concerning their linkages to game and brought into relation with landscape theory. Spatial Citizenship is an approach to enable to digitally-fostered participation in spatial decision-making processes, and Education for Innovativeness enables to participate in spatial and non-spatial innovation processes, among others through game-based simulations. With this paper’s method, both approaches are developed further concerning their theoretical linkages to landscapes and games and the practical implications of these ideas. Additionally, despite their explicit reference to spaces, these didactical approaches, and geography education in general, hold interdisciplinary connections, and thus can function as useful examples to think through the potential of landscape theory for further educational approaches.