Phil Klein
Biographic Data
| ID | 6467290 |
|---|---|
| NAME | Phil Klein |
| GIVEN NAMES | Phil |
| FAMILY NAME | Klein |
| SIGNATURE | KLEIN P |
| AFFILIATIONS | University of Northern Colorado |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 40 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 4 |
Reflections on operationalizing an anti-racism pedagogy
Responding to rising social tensions and ongoing theoretical and political changes in the study of geography, we advocate for greater operationalizing of anti-racism pedagogies within the field. Such pedagogies undermine long-standing geographic knowledge systems that marginalize and misrepresent people of color while also distorting and misinforming the worldviews of a White society. Drawing from classroom successes and uncertainties, five educa…
Geography Education, Informal and for Public Engagement
Learning outside the classroom in an informal setting is a growing trend in geography education. This entry explores the basic concepts and importance of learning geography through community engagement and in informal settings such as field trips, museums, and exhibitions. Such informal learning and engagement with the public and local communities may enhance research, teaching, and learning outcomes. Examples of informal learning within geograph…
Geography Education for “An Attainable Global Perspective”
This article considers approaches to promoting global perspectives as both cognitive and affective learning outcomes within geography education. Particular attention is paid to the work of Robert Hanvey, who proposed “An Attainable Global Perspective” in the 1970s, which explicitly ties to the content and perspectives embedded in geographic education. However, this approach was situated within a particularly American perspective on the nature and…
Dismantling the Ivory Tower
University–community partnerships offer synergistic spaces for communities to address difficulties and universities to meet their missions. Geographers are well positioned to participate in these partnerships, owing to the discipline's integrative nature, spatial perspectives and analytic approaches, and its attention to social and environmental issues at many scales. This paper endeavours to assist geographers interested in these partnerships by…
None of Us Sets Out To Hurt People’
This paper examines ethics in learning and teaching geography in higher education. It proposes a pathway towards curriculum and pedagogy that better incorporates ethics in university geography education. By focusing on the central but problematic relationships between (i) teaching and learning on the one hand and research on the other, and (ii) ethics and geography curricula, the authors' reflections illustrate how ethics may be better recognized…
Developing and Enhancing International Collaborative Learning
This paper is concerned with the role of international collaboration in the learning and teaching of geography in higher education. The dual aims are to provide a brief and selective review of the nature and range of international collaboration and to contextualize such observations within the internationalization project. It is argued that despite the growing interest and literature concerned with the internationalization of higher education, di…
Evaluating the Impact of International Collaboration on Geography Learning
The Center for Global Geography Education (CGGE) is a set of online modules exploring geographic issues, which allow collaborative analysis and discussion between international teams of undergraduates. Using data from trials held in 10 countries, the modules' effectiveness in improving student understanding of geographic concepts and appreciation for cross-cultural perspectives on the issues were evaluated. Analysis of qualitative and quantitativ…
Reflections on operationalizing an anti-racism pedagogy
Responding to rising social tensions and ongoing theoretical and political changes in the study of geography, we advocate for greater operationalizing of anti-racism pedagogies within the field. Such pedagogies undermine long-standing geographic knowledge systems that marginalize and misrepresent people of color while also distorting and misinforming the worldviews of a White society. Drawing from classroom successes and uncertainties, five educa…
None of Us Sets Out To Hurt People’
This paper examines ethics in learning and teaching geography in higher education. It proposes a pathway towards curriculum and pedagogy that better incorporates ethics in university geography education. By focusing on the central but problematic relationships between (i) teaching and learning on the one hand and research on the other, and (ii) ethics and geography curricula, the authors' reflections illustrate how ethics may be better recognized…
Dismantling the Ivory Tower
University–community partnerships offer synergistic spaces for communities to address difficulties and universities to meet their missions. Geographers are well positioned to participate in these partnerships, owing to the discipline's integrative nature, spatial perspectives and analytic approaches, and its attention to social and environmental issues at many scales. This paper endeavours to assist geographers interested in these partnerships by…
Developing and Enhancing International Collaborative Learning
This paper is concerned with the role of international collaboration in the learning and teaching of geography in higher education. The dual aims are to provide a brief and selective review of the nature and range of international collaboration and to contextualize such observations within the internationalization project. It is argued that despite the growing interest and literature concerned with the internationalization of higher education, di…
Geography Education for “An Attainable Global Perspective”
This article considers approaches to promoting global perspectives as both cognitive and affective learning outcomes within geography education. Particular attention is paid to the work of Robert Hanvey, who proposed “An Attainable Global Perspective” in the 1970s, which explicitly ties to the content and perspectives embedded in geographic education. However, this approach was situated within a particularly American perspective on the nature and…
Evaluating the Impact of International Collaboration on Geography Learning
The Center for Global Geography Education (CGGE) is a set of online modules exploring geographic issues, which allow collaborative analysis and discussion between international teams of undergraduates. Using data from trials held in 10 countries, the modules' effectiveness in improving student understanding of geographic concepts and appreciation for cross-cultural perspectives on the issues were evaluated. Analysis of qualitative and quantitativ…
None of Us Sets Out To Hurt People’
This paper examines ethics in learning and teaching geography in higher education. It proposes a pathway towards curriculum and pedagogy that better incorporates ethics in university geography education. By focusing on the central but problematic relationships between (i) teaching and learning on the one hand and research on the other, and (ii) ethics and geography curricula, the authors' reflections illustrate how ethics may be better recognized…
Developing and Enhancing International Collaborative Learning
This paper is concerned with the role of international collaboration in the learning and teaching of geography in higher education. The dual aims are to provide a brief and selective review of the nature and range of international collaboration and to contextualize such observations within the internationalization project. It is argued that despite the growing interest and literature concerned with the internationalization of higher education, di…
Evaluating the Impact of International Collaboration on Geography Learning
The Center for Global Geography Education (CGGE) is a set of online modules exploring geographic issues, which allow collaborative analysis and discussion between international teams of undergraduates. Using data from trials held in 10 countries, the modules' effectiveness in improving student understanding of geographic concepts and appreciation for cross-cultural perspectives on the issues were evaluated. Analysis of qualitative and quantitativ…
Dismantling the Ivory Tower
University–community partnerships offer synergistic spaces for communities to address difficulties and universities to meet their missions. Geographers are well positioned to participate in these partnerships, owing to the discipline's integrative nature, spatial perspectives and analytic approaches, and its attention to social and environmental issues at many scales. This paper endeavours to assist geographers interested in these partnerships by…
Geography Education for “An Attainable Global Perspective”
This article considers approaches to promoting global perspectives as both cognitive and affective learning outcomes within geography education. Particular attention is paid to the work of Robert Hanvey, who proposed “An Attainable Global Perspective” in the 1970s, which explicitly ties to the content and perspectives embedded in geographic education. However, this approach was situated within a particularly American perspective on the nature and…
Geography Education, Informal and for Public Engagement
Learning outside the classroom in an informal setting is a growing trend in geography education. This entry explores the basic concepts and importance of learning geography through community engagement and in informal settings such as field trips, museums, and exhibitions. Such informal learning and engagement with the public and local communities may enhance research, teaching, and learning outcomes. Examples of informal learning within geograph…
Reflections on operationalizing an anti-racism pedagogy
Responding to rising social tensions and ongoing theoretical and political changes in the study of geography, we advocate for greater operationalizing of anti-racism pedagogies within the field. Such pedagogies undermine long-standing geographic knowledge systems that marginalize and misrepresent people of color while also distorting and misinforming the worldviews of a White society. Drawing from classroom successes and uncertainties, five educa…
Sociology (7 works) · Geography Education and Pedagogy (6 works) · Pedagogy (6 works) · Engineering (5 works) · Higher education (4 works) · Political science (4 works) · Engineering ethics (3 works) · Geography (3 works) · Global Education and Multiculturalism (3 works) · Social science (3 works)