지리교육의 새로운 모험

역자서문 / 3
머리말 / 6

제1장 모험 ······································································13
서론 ···············································································13
어린이 지리들과 일상의 경험들 ··········································20
실천적 이론화(Practical theorising) ···································24
결론 ···············································································29
ㆍ 질문과 활동 ··································································30

제2장 탐험과 지리 ···························································35
서론 ···············································································35
지리학의 기원과 바스코 다 가마(Vasco Da Gama) ··············37
조지프 콘래드(Joseph Conrad) ··········································45
전쟁을 통한 탐험 ·····························································54
결론 ···············································································59
ㆍ 질문과 활동 ··································································61

제3장 학교지리에 있는 제국의 층리(흔적) ···························67
서론 ···············································································67
'세상을 변화시키는' 학교지리 ············································72
제국의 인종주의적 지리 ····················································77
지리학과 유럽중심주의 ·····················································88
제국을 정당화하는 전략들 ·················································90
전략 1: 문제적인 측면을 회피하는 수사 사용하기 ················90
전략 2: 손익계산서식 서술 ················································95
전략 3: 시대의 산물 논리 ··················································98
전략 4: 제국에 대한 비판을 '어조'(tone) 문제로 폄훼하기 ···102
결론 ··············································································108
ㆍ 질문과 활동 ·································································110

제4장 권력, 지식, 그리고 이들의 포로들 ····························115
서론 ··············································································115
'힘 있는 지식'에 대한 비판 ··············································116
'힘 있는 지식'의 의미 ······················································118
지식과 경험 ····································································122
장소 속의 지식 ·······························································127
(힘 있는) 지식, 진리, 신념 그리고 두려움 ··························132
『지리의 포로들』 비판하기 ·············································135
진짜 어디에서 왔나요? ·····················································138
아프리카 ········································································144
결론 ··············································································150
ㆍ 질문과 활동 ·································································152
?
제5장 정보의 이동 경로 ··················································157
서론 ·············································································157
산맥, 정보, 그리고 그 속에 숨겨진 사람들 ························161
정보의 온라인 여정 ························································168
정보의 새로운 여정, 통계에 대한 오래된 이야기들 ·············174
결론 ·············································································182
ㆍ 질문과 활동 ································································184
?
제6장 우리는 어디에서 시작해야 할까? ·····························191
서론 ·············································································191
유럽에서 출발하기 ··························································193
알-이드리시(al-Idrisi)로 시작하기 ····································199
글로벌 사우스(Global South)에서 시작하기 ·······················202
로컬과 일상에서 출발하기 ···············································206
콜카타(Kolkata) ·····························································208
옥스퍼드 ·······································································214
고기후 ··········································································214
결론 ·············································································220
ㆍ 질문과 활동 ································································224
?
제7장 우리는 어떤 이야기를 해야 할까? ···························233
서론 ·············································································233
세상을 설명하는 큰 이야기 ·············································237
줄거리 ··········································································242
등장인물 ·······································································246
갈등 ·············································································250
스토리텔러들과 함께 ······················································254
ㆍ 질문과 활동 ································································257
?
찾아보기 ·······································································263

스티브 푸틱 (Steve Puttick)
지리교사를 거쳐, 영국 옥스퍼드대학교(University of Oxford)에서 지리교사의 교과 지식 연구로 박사학위(DPhil)를 받았다. 현재는 옥스퍼드대학교 교육학과 교수로 재직하면서 지리교사 양성과정과 교수학습 분야의 교육과 연구를 담당하고 있다. 영역, 상호작용, 관계, 반인종주의적 · 탈식민적 미래, 기후변화 교육이라는 주제를 중심으로 지리교육 연구를 수행하고 있다. 저널 Geography?편집장, Oxford Review of Education, Professional Geographer의 편집위원으로 활동하고 있으며, 지리교육연구네트워크(GEReCo/IGU-CGE) 의장을 맡고 있다.