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AN OVERVIEW OF GEOGRAPHY TEACHING IN SECONDARY SCHOOLS OF INDIA

Yıl 2021, Sayı: 44, 91 - 101, 23.07.2021
https://doi.org/10.32003/igge.900920

Öz

In India, geography is taught as a compulsory subject in secondary schools (class 6th to class 10th) affiliated to all of its school boards. The subject is considered as a part of social science, yet many differences can be found in the way it is practiced in schools across the school boards. By using literature survey as well as primary data, the paper provides an overview of geography in secondary schools with particular focus on its place in school curriculum, qualifications of teachers of geography, its pedagogy, teaching aids and resources, and its general image. Further, it identifies major challenges of geography in the opinion of teachers of geography, principals of schools and officials of school boards and State Councils of Educational Research and Training (SCERTs), and makes certain recommendations. The paper argues that the variations in the teaching geography in secondary schools of India are essentially due to its vast field and complex nature. 

Destekleyen Kurum

University Grants Commission (UGC), New Delhi

Proje Numarası

1

Teşekkür

This paper is part of a research project funded by the University Grants Commission (UGC), New Delhi. The author thankfully acknowledges the UGC for funding the project.

Kaynakça

  • Alam, S. (2010). Recent trends in school geography in India. Journal of Geography, 109(6), 243-250.
  • Alam, S. (2015). A note on the status of geography teachers in Indian schools. Geographical Education, 28, 59-65.
  • Alam, S. (2020). Geography syllabus in the secondary schools of India: issues and challenges. Romanian Review of Geographical Education, 9(2), 46-66.
  • Banerjee, B. K. (2006). Geography education in Indian schools. Internationale Schulbuchforschung, 28, 283- 292.
  • Bhog, D., Bharadwaj, P. & Mullick, D. (2012). Plotting contours of the modern nation: a feminist reading of geography textbooks. Contemporary Education Dialogue, 9(1), 39-61.
  • Bining, A. C. & Bining, D. H. (1952). Teaching the Social Studies in Secondary Schools. (3rd ed.). Bombay: Tata McGraw-Hill Publishing Co. Ltd.
  • Brar, J. S. (2004). Teaching of Geography: A Scientific Appraisal. Ludhiana, India: Hind Publishers.
  • Ciineanu, M. D. (2017). Study of geography textbooks for 9th, 10th, 11th and 12th grades, case study: Maharashtra state, India, Romanian Review of Geographical Education, 6(1), 40-71.
  • Devy, G. N. (2017). When human beings go past languages. Retrieved on December 21, 2020, from https://www.livemint.com/Leisure/PeElxxPks82JcSTxs3WvkI/When-human-beings-go-past-language.html
  • Faniran, A. (1996). Concern for geography case for equal emphasis of the geographical traditions. In I. Douglas, R. Huggett & M. Robinson (Eds.), Companion encyclopaedia of geography: the environment and mankind (pp. 926-938). London: Routledge.
  • George, A. M. & Madan, A. (2009). Teaching of Social Sciences in Schools: NCERT’s New Textbook Initiative. New Delhi: Sage Publications India Pvt. Ltd.
  • Haubrich, H. (1992). International charter on geographical education. Commission on Geographical Education, International Geographical Union. Retrieved April 13, 2014, from http://www.igu- cge.org/charters_1.htm#Challenges
  • Hudson, B. (1994). Geography in the colonial schools: the classroom experience in West Indian literature. Geography, 79(4), 322-329.
  • Inamdar, R. (2014). Problems in Teaching Geography. Solapur, India: Laxmi Book Publication.
  • Kaur, P. & Chaudhri, N. (2003). The status of geoscience in school curriculum. Current Science, 84(5), 618- 619.
  • Kumar, K. (2005). Political Agenda of Education. (2nd ed.). New Delhi: Sage Publications.
  • Kumar, P. (1996). Teaching-learning process in geography. In L. R. Singh (Ed.), New frontiers in Indian geography (pp. 246-253). Allahabad: R. N. Dubey Foundation.
  • Lonergan, N. & Andresen, L. W. (1988). Field-based education: some theoretical considerations. Higher Education Research and Development, 7(1), 67-77.
  • Long, M. & Roberson B. S. (1966).Teaching Geography, London: Heinemann.
  • McDougall, W. A. (2000). You can’t argue with geography. Footnotes: The Newsletter of Foreign Policy Research Institute. Retrieved 5 April, 2009, from http://www.fpri.org/article/2000/09/you-cant-argue-with- geography/
  • Mishra, R. P. (1983). Introduction. In R. P. Mishra (Ed.), Contributions to Indian geography: concepts and approaches, Vol. 1 (pp. 1-10). New Delhi: Heritage Publishers.
  • National Council for Educational Research and Training. (2005). National Curriculum Framework 2005. New Delhi: National Council for Educational Research and Training.
  • National Council of Educational Research and Training. (1987). Third Survey of Research in Education, 1978-1983. New Delhi: National Council for Educational Research and Training.
  • National Geographic Standards Project. (1994). Geography for Life: National Geography Standards: What Every Young American Should Know and be Able to Do in Geography. Washington, DC: National Geographic Research & Evaluation.
  • Report of the Education Commission, 1964-66 (1966). Education and National Development. New Delhi: Ministry of Education, Government of India.
  • Rudramamba, B. (2004). Problems of Teaching. New Delhi: A.P.H. Publishing Corporation.
  • Sibley, S. (2003). Teaching and Assessing Skills in Geography. Cambridge: Cambridge University Press.
  • Singh, R. S. (2012). Neglect of school geography in India: an exploration into the nature and issues. National Geographical Journal of India, 58(2), 33-44.
  • Sukhwal, B. L. (1984). Geography in Indian secondary schools. National Geographical Journal of India, 30(4), 223-230.
  • Sunny, Y. (2008). Experience and science in geography education. Economic and Political Weekly, 43(24), 45-49.

AN OVERVIEW OF GEOGRAPHY TEACHING IN SECONDARY SCHOOLS OF INDIA

Yıl 2021, Sayı: 44, 91 - 101, 23.07.2021
https://doi.org/10.32003/igge.900920

Öz

In India, geography is taught as a compulsory subject in secondary schools (class 6th to class 10th) affiliated to all of its school boards. The subject is considered as a part of social science, yet many differences can be found in the way it is practiced in schools across the school boards. By using literature survey as well as primary data, the paper provides an overview of geography in secondary schools with particular focus on its place in school curriculum, qualifications of teachers of geography, its pedagogy, teaching aids and resources, and its general image. Further, it identifies major challenges of geography in the opinion of teachers of geography, principals of schools and officials of school boards and State Councils of Educational Research and Training (SCERTs), and makes certain recommendations. The paper argues that the variations in the teaching geography in secondary schools of India are essentially due to its vast field and complex nature.

Proje Numarası

1

Kaynakça

  • Alam, S. (2010). Recent trends in school geography in India. Journal of Geography, 109(6), 243-250.
  • Alam, S. (2015). A note on the status of geography teachers in Indian schools. Geographical Education, 28, 59-65.
  • Alam, S. (2020). Geography syllabus in the secondary schools of India: issues and challenges. Romanian Review of Geographical Education, 9(2), 46-66.
  • Banerjee, B. K. (2006). Geography education in Indian schools. Internationale Schulbuchforschung, 28, 283- 292.
  • Bhog, D., Bharadwaj, P. & Mullick, D. (2012). Plotting contours of the modern nation: a feminist reading of geography textbooks. Contemporary Education Dialogue, 9(1), 39-61.
  • Bining, A. C. & Bining, D. H. (1952). Teaching the Social Studies in Secondary Schools. (3rd ed.). Bombay: Tata McGraw-Hill Publishing Co. Ltd.
  • Brar, J. S. (2004). Teaching of Geography: A Scientific Appraisal. Ludhiana, India: Hind Publishers.
  • Ciineanu, M. D. (2017). Study of geography textbooks for 9th, 10th, 11th and 12th grades, case study: Maharashtra state, India, Romanian Review of Geographical Education, 6(1), 40-71.
  • Devy, G. N. (2017). When human beings go past languages. Retrieved on December 21, 2020, from https://www.livemint.com/Leisure/PeElxxPks82JcSTxs3WvkI/When-human-beings-go-past-language.html
  • Faniran, A. (1996). Concern for geography case for equal emphasis of the geographical traditions. In I. Douglas, R. Huggett & M. Robinson (Eds.), Companion encyclopaedia of geography: the environment and mankind (pp. 926-938). London: Routledge.
  • George, A. M. & Madan, A. (2009). Teaching of Social Sciences in Schools: NCERT’s New Textbook Initiative. New Delhi: Sage Publications India Pvt. Ltd.
  • Haubrich, H. (1992). International charter on geographical education. Commission on Geographical Education, International Geographical Union. Retrieved April 13, 2014, from http://www.igu- cge.org/charters_1.htm#Challenges
  • Hudson, B. (1994). Geography in the colonial schools: the classroom experience in West Indian literature. Geography, 79(4), 322-329.
  • Inamdar, R. (2014). Problems in Teaching Geography. Solapur, India: Laxmi Book Publication.
  • Kaur, P. & Chaudhri, N. (2003). The status of geoscience in school curriculum. Current Science, 84(5), 618- 619.
  • Kumar, K. (2005). Political Agenda of Education. (2nd ed.). New Delhi: Sage Publications.
  • Kumar, P. (1996). Teaching-learning process in geography. In L. R. Singh (Ed.), New frontiers in Indian geography (pp. 246-253). Allahabad: R. N. Dubey Foundation.
  • Lonergan, N. & Andresen, L. W. (1988). Field-based education: some theoretical considerations. Higher Education Research and Development, 7(1), 67-77.
  • Long, M. & Roberson B. S. (1966).Teaching Geography, London: Heinemann.
  • McDougall, W. A. (2000). You can’t argue with geography. Footnotes: The Newsletter of Foreign Policy Research Institute. Retrieved 5 April, 2009, from http://www.fpri.org/article/2000/09/you-cant-argue-with- geography/
  • Mishra, R. P. (1983). Introduction. In R. P. Mishra (Ed.), Contributions to Indian geography: concepts and approaches, Vol. 1 (pp. 1-10). New Delhi: Heritage Publishers.
  • National Council for Educational Research and Training. (2005). National Curriculum Framework 2005. New Delhi: National Council for Educational Research and Training.
  • National Council of Educational Research and Training. (1987). Third Survey of Research in Education, 1978-1983. New Delhi: National Council for Educational Research and Training.
  • National Geographic Standards Project. (1994). Geography for Life: National Geography Standards: What Every Young American Should Know and be Able to Do in Geography. Washington, DC: National Geographic Research & Evaluation.
  • Report of the Education Commission, 1964-66 (1966). Education and National Development. New Delhi: Ministry of Education, Government of India.
  • Rudramamba, B. (2004). Problems of Teaching. New Delhi: A.P.H. Publishing Corporation.
  • Sibley, S. (2003). Teaching and Assessing Skills in Geography. Cambridge: Cambridge University Press.
  • Singh, R. S. (2012). Neglect of school geography in India: an exploration into the nature and issues. National Geographical Journal of India, 58(2), 33-44.
  • Sukhwal, B. L. (1984). Geography in Indian secondary schools. National Geographical Journal of India, 30(4), 223-230.
  • Sunny, Y. (2008). Experience and science in geography education. Economic and Political Weekly, 43(24), 45-49.
Toplam 30 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Beşeri Coğrafya
Bölüm ARAŞTIRMA MAKALESİ
Yazarlar

Sarfaraz Alam 0000-0002-6091-5451

Proje Numarası 1
Yayımlanma Tarihi 23 Temmuz 2021
Yayımlandığı Sayı Yıl 2021 Sayı: 44

Kaynak Göster

APA Alam, S. (2021). AN OVERVIEW OF GEOGRAPHY TEACHING IN SECONDARY SCHOOLS OF INDIA. Lnternational Journal of Geography and Geography Education(44), 91-101. https://doi.org/10.32003/igge.900920
AMA Alam S. AN OVERVIEW OF GEOGRAPHY TEACHING IN SECONDARY SCHOOLS OF INDIA. IGGE. Temmuz 2021;(44):91-101. doi:10.32003/igge.900920
Chicago Alam, Sarfaraz. “AN OVERVIEW OF GEOGRAPHY TEACHING IN SECONDARY SCHOOLS OF INDIA”. Lnternational Journal of Geography and Geography Education, sy. 44 (Temmuz 2021): 91-101. https://doi.org/10.32003/igge.900920.
EndNote Alam S (01 Temmuz 2021) AN OVERVIEW OF GEOGRAPHY TEACHING IN SECONDARY SCHOOLS OF INDIA. lnternational Journal of Geography and Geography Education 44 91–101.
IEEE S. Alam, “AN OVERVIEW OF GEOGRAPHY TEACHING IN SECONDARY SCHOOLS OF INDIA”, IGGE, sy. 44, ss. 91–101, Temmuz 2021, doi: 10.32003/igge.900920.
ISNAD Alam, Sarfaraz. “AN OVERVIEW OF GEOGRAPHY TEACHING IN SECONDARY SCHOOLS OF INDIA”. lnternational Journal of Geography and Geography Education 44 (Temmuz 2021), 91-101. https://doi.org/10.32003/igge.900920.
JAMA Alam S. AN OVERVIEW OF GEOGRAPHY TEACHING IN SECONDARY SCHOOLS OF INDIA. IGGE. 2021;:91–101.
MLA Alam, Sarfaraz. “AN OVERVIEW OF GEOGRAPHY TEACHING IN SECONDARY SCHOOLS OF INDIA”. Lnternational Journal of Geography and Geography Education, sy. 44, 2021, ss. 91-101, doi:10.32003/igge.900920.
Vancouver Alam S. AN OVERVIEW OF GEOGRAPHY TEACHING IN SECONDARY SCHOOLS OF INDIA. IGGE. 2021(44):91-101.