Teaching the geographies of Canada: Reflections on pedagogy, curriculum, and the politics of teaching and learning

Abstract

Key Messages This paper is a collection of commentaries on teaching the geographies of Canada which together challenge traditional regional approaches from a variety of perspectives and politics. It examines the politics of active learning, teaching resources, and received curricula while highlighting the embodied nature of the classroom environment. It concludes that regional geography courses are an opportunity to challenge received knowledge if we are attentive to positionality and power in our classrooms—not only our own but also that of our students and the texts we engage with.

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