Open AccessParaxis on Geography Education in Nepal
Author(s) -
Shambhu Prasad Khatiwada
Publication year - 2021
Publication title -
the third pole journal of geography education
Language(s) - English
Resource type - Journals
eISSN - 3021-9620
pISSN - 2392-4322
DOI - 10.3126/ttp.v21i01.41615
Subject(s) - curriculum , praxis , time geography , human geography , strategic geography , five themes of geography , subject (documents) , critical geography , cultural geography , pace , geography , pedagogy , mathematics education , sociology , social science , historical geography , political science , development geography , library science , psychology , computer science , law , geodesy
This paper attempts to analyze the paradoxical view on geography education in Nepal. Praxis interplays the relationships between theory and practice-reflection in action in any academic discipline, like geography education. Geography education demonstrates the strategic linkages of content and pedagogy in teaching and research activities. Even now, geography occupies an important place not only in schools but also in university curricula. However, the easier it is to define geography, the harder it is to define geography education. Butt (2011) includes both parameters of geography (as a discipline) and education (as an activity) in the definition of geography education. This paper fulfills the objectives through systematic reviews of appropriate literature related to geography education. For this purpose, 50 documents were searched from different sources, such as Google, abstracts, keywords, and books. Only 15 papers and books were selected that gave pace to theories, methods, and pedagogical practices in geography education. The findings of this paper show that the definition of geography education is limited only to teaching geography in schools and colleges. In addition, teaching requires content knowledge (subject matters) related to geographic concepts, themes, traditions, tools and techniques, and contemporary issues related to climate change, environmental degradation, disasters, etc., in the curriculum. Pedagogical knowledge is also equally essential to deliver that content effectively to learners. Thus, geography provides the basis for choosing what content to teach at a particular level and, geography education helps to select teaching methods. It shows that the first is focused on the content and the second on pedagogy.