Rafael de Miguel González
Biographic Data
| ID | 6467356 |
|---|---|
| NAME | Rafael de Miguel González |
| GIVEN NAMES | Rafael de Miguel |
| FAMILY NAME | González |
| SIGNATURE | GONZÁLEZ R M |
| AFFILIATIONS | Universidad de Zaragoza |
| ORCID | 0000-0002-9347-5296 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Climate Change and Geography Education
Climate change education represents a significant challenge for geographical education and educators. While there is a a large body of research focused on students’ alternative conceptions, in contrast there is little attention paid to how teachers construct geographical reasoning about climate change. This study aims to analyse how expert and non-expert teachers articulate geographical thinking in relation to climate change education. An interpr…
Collaborative Feminist Cartography in Geographical Education
Collaborative mapping has emerged in recent decades as a key practice for producing open geospatial knowledge and fostering critical citizenship. However, several studies have shown that these platforms may reproduce existing gender inequalities, both in terms of participation and representation. This article examines the potential of collaborative feminist cartography as a strategy for making inequalities visible and promoting gender equality in…
GIS-Based Dashboards as Advanced Geospatial Applications for Climate Change Education and Teaching the Future
ArcGIS Dashboard technology allows for the integration and visualization of various maps, charts, and indicators within a single interface, using databases underneath a geographic information system. The two dashboards of the European project Teaching the Future address the dual objective of (i) cartographically displaying the evolution in four phases of climate change data experienced across the entire planet from 1954 to 2021 in vectorial cells…
Powerful geography and the future of geographic education
The concept of ‘powerful knowledge’ was proposed 15 years ago by sociologist of education Michael Young, who developed this idea to refer to what ‘knowledge can do or what intellectual power it gives to those who have access to it’ (2008: 14)
WebGIS Implementation and Effectiveness in Secondary Education Using the Digital Atlas for Schools
The Digital Atlas for Schools is an innovative WebGIS development contributing to the use of geospatial information in schools. Based on a story map tool, it creates a geography curriculum constructed on ArcGIS Online. This article discusses the implications of implementing geospatial technologies so that learners can acquire spatial thinking and geographical knowledge, but also develop responsible and active spatial citizenship. Based on the lea…
Vivencias, prácticas y concepciones urbanas en el barrio del Puerto de Tarragona
Con base etnográfica, el presente artículo aborda la transformación social y espacial que el Barrio del Puerto de Tarragona ha vivido en las últimas décadas y el resultado con el que se enfrenta al futuro. Parte de un análisis de corte lefebvriano, pues atiende el plano vecinal cotidiano, el plano de la práctica consciente del espacio y el plano proyectual en sentido político y urbanístico. La realidad de la unidad de observación ha llevado al an…
Educating geographers in Spain
This article discusses the current state of the geography discipline in Spanish Universities after putting into action the European Higher Education Area. After decades of geography teaching, following theoretical and expository discourse models, the so-called Bologna Process has been a great opportunity to reflect what geography should be taught, how geography should be taught and why geography should be taught. Aspects such as competences, empl…
Educating geographers in Spain
This article discusses the current state of the geography discipline in Spanish Universities after putting into action the European Higher Education Area. After decades of geography teaching, following theoretical and expository discourse models, the so-called Bologna Process has been a great opportunity to reflect what geography should be taught, how geography should be taught and why geography should be taught. Aspects such as competences, empl…
Educating geographers in Spain
This article discusses the current state of the geography discipline in Spanish Universities after putting into action the European Higher Education Area. After decades of geography teaching, following theoretical and expository discourse models, the so-called Bologna Process has been a great opportunity to reflect what geography should be taught, how geography should be taught and why geography should be taught. Aspects such as competences, empl…
Vivencias, prácticas y concepciones urbanas en el barrio del Puerto de Tarragona
Con base etnográfica, el presente artículo aborda la transformación social y espacial que el Barrio del Puerto de Tarragona ha vivido en las últimas décadas y el resultado con el que se enfrenta al futuro. Parte de un análisis de corte lefebvriano, pues atiende el plano vecinal cotidiano, el plano de la práctica consciente del espacio y el plano proyectual en sentido político y urbanístico. La realidad de la unidad de observación ha llevado al an…
WebGIS Implementation and Effectiveness in Secondary Education Using the Digital Atlas for Schools
The Digital Atlas for Schools is an innovative WebGIS development contributing to the use of geospatial information in schools. Based on a story map tool, it creates a geography curriculum constructed on ArcGIS Online. This article discusses the implications of implementing geospatial technologies so that learners can acquire spatial thinking and geographical knowledge, but also develop responsible and active spatial citizenship. Based on the lea…
Powerful geography and the future of geographic education
The concept of ‘powerful knowledge’ was proposed 15 years ago by sociologist of education Michael Young, who developed this idea to refer to what ‘knowledge can do or what intellectual power it gives to those who have access to it’ (2008: 14)
Collaborative Feminist Cartography in Geographical Education
Collaborative mapping has emerged in recent decades as a key practice for producing open geospatial knowledge and fostering critical citizenship. However, several studies have shown that these platforms may reproduce existing gender inequalities, both in terms of participation and representation. This article examines the potential of collaborative feminist cartography as a strategy for making inequalities visible and promoting gender equality in…
GIS-Based Dashboards as Advanced Geospatial Applications for Climate Change Education and Teaching the Future
ArcGIS Dashboard technology allows for the integration and visualization of various maps, charts, and indicators within a single interface, using databases underneath a geographic information system. The two dashboards of the European project Teaching the Future address the dual objective of (i) cartographically displaying the evolution in four phases of climate change data experienced across the entire planet from 1954 to 2021 in vectorial cells…
Climate Change and Geography Education
Climate change education represents a significant challenge for geographical education and educators. While there is a a large body of research focused on students’ alternative conceptions, in contrast there is little attention paid to how teachers construct geographical reasoning about climate change. This study aims to analyse how expert and non-expert teachers articulate geographical thinking in relation to climate change education. An interpr…
Geography Education and Pedagogy (6 works) · Geographic Information Systems Studies (5 works) · Geography (4 works) · Geospatial analysis (4 works) · Sociology (3 works) · Cartography (2 works) · Climate change (2 works) · Development geography (2 works) · Digital mapping (2 works) · Economic geography (2 works)