Geography and SL for social, spatial, cultural, and territorial teaching at the university level

Authors

DOI:

https://doi.org/10.31637/epsir-2024-837

Keywords:

Service-Learning, geography didactics, university degree in geography, teaching proposal, active methodology, socio-spatial vision, Spanish higher education, course analysis

Abstract

Introduction: The main objective of this work is to promote the study of complex processes and dynamics from a socio-spatial perspective, using the Service-Learning (ApS) methodology in Geography Degrees. Methodology: We systematically analyzed the teaching guides of compulsory, core and basic subjects taught in Geography Degrees in Spain, through key concepts, in order to evaluate the implementation of the ApS approach. Results: The analysis shows that the implementation of the ApS approach in Geography degrees in Spain has been limited. However, cases were identified in which this methodology has shown great potential for higher education. Discussion: Despite its scarce application, the ApS approach and other active methods have shown to be valuable tools for geographical study, with heterogeneous proposals that are coordinated in different areas of the field. Conclusions: The ApS methodology has great potential to enrich education in Geography Degrees, and it is recommended to expand its implementation and coordination with other active approaches at the university level.

Downloads

Download data is not yet available.

Author Biographies

Elena María Muñoz Espinosa, Autonomous University of Madrid

Degree in Environmental Sciences from the UAM, Master in Spatial Planning, Environment, Landscape and Sustainability and European Doctorate from the UCLM. Her professional and research experience is focused on environmental and landscape assessment, as well as on the imbrication of projects in the territory, related to the management of water landscapes and economic, social and cultural sustainability. Her main line of research deals with the Didactics of the environment, landscape and sustainability for the training of future teachers in the area of Social Sciences. She is currently a Permanent Professor at the Universidad Autónoma de Madrid, Department of Specific Didactics, Social Sciences Area. She is part of the Research Group Landscape, Heritage and Education of the UAM.

Alfonso Fernández-Arroyo López-Manzanares, Autonomous University of Madrid

Graduate in Geography and Land Management, Master in Research in Letters and Humanities and PhD in Research in Humanities, Arts and Education by the UCLM. His lines of research focus on the Didactics of Geography, Social Sciences and Humanities and the Social Geography of Tourism. She has actively collaborated in competitive research, innovation and transfer projects on Education, Geography and Landscape and Tourism. She is a member of the Research Group on Geohistorical Sources (IDE_GEOHIS) and the Research Group on Urban and Tourism Studies (URByTUR), both at the UAM. He currently teaches in the area of Human Geography, Department of Geography, in the Faculty of Philosophy and Letters of the UAM.

References

Butin, D. W. (2006). The limits of service-learning in higher education. The Review of Higher Education, 29, 473-498. https://doi.org/10.1353/rhe.2006.0025

Cahuas, M. C. y Levkoe, Ch. Z. (2017). Towards a critical service learning in geography education: exploring challenges and possibilities through testimonio, Journal of Geography in Higher Education, 41(2), 246-263. https://doi.org/10.1080/03098265.2017.1293626

Choi, S. (2022). Service-learning during the pandemic through a tourism geography course. Journal of Teaching in Travel & Tourism, 22(3), 220-228. https://doi.org/10.1080/15313220.2022.2096175

Cronley, C., Madden, E. y Davis, J. B. (2015). Making Service-Learning Partnerships Work: Listening and Responding to Community Partners. Journal of Community Practice, 23(2), 274-289. https://doi.org/10.1080/10705422.2015.1027801

García, R., Muriano, M. y Bas, B. (2021). Our space at the heart of the smallpox vaccine expedition: A service-learning project for social studies and citizenship education in Galicia (Spain). JSSE - Journal of Social Science Education, 20(4). https://doi.org/10.11576/jsse-4440

Grabbatin, B. y Fickey, A. (2012). Aprendizaje-servicio: tradiciones críticas y pedagogía geográfica. Revista de Geografía, 111(6), 254-260. https://doi.org/10.1080/00221341.2012.694465

Holdsworth, C. y Quinn, J. (2012). The Epistemological Challenge of Higher Education Student Volunteering: “Reproductive” or “Deconstructive” Volunteering? Antipode, 44(2), https://doi.org/10.1111/j.1467-8330.2011.00844.x

Hooykaas, A. (2021). Stewarding Places through Geography in Higher Education. Journal of Geography, 120(3), 108-116. https://doi.org/10.1080/00221341.2021.1895288

Jurmu, M. (2014). Incorporating an Introductory Service-Learning Experience in a Physical Geography Course. Journal of Geography, 114(2), 49-57. https://doi.org/10.1080/00221341.2014.918638

Martínez, C. y Yubero, C. (2019). Explaining Urban Sustainability to Teachers in Training through a Geographical Analysis of Tourism Gentrification in Europe. Sostenibilidad, 12(1), 67 https://doi.org/10.3390/su12010067

McDaniel, P. N. (2022). Teaching, Learning, and Exploring the Geography of North America with Virtual Globes and Geovisual Narratives. Journal of Geography, 121(4), 125-140. https://doi.org/10.1080/00221341.2022.2119597

Mohan, J. (1995). Thinking local: service‐learning, education for citizenship and geography. Journal of Geography in Higher Education, 19(2), 129-142. https://doi.org/10.1080/03098269508709297

Mzuza, M. K. y Van der Westhuizen, C. (2019). Inclusion of GIS in student teacher training and its significance in higher education in southern African countries. International Research in Geographical and Environmental Education, 29(4), 332-346. https://doi.org/10.1080/10382046.2019.1684660

Souza-Alonso, P., Omil, B., Sotelino, A., García-Romero, D., Otero-Urtaza, E., Lorenzo Moledo, M., Reyes, O., Rodríguez, J. C., Madrigal, J., Moya, D., Molina, J. R., Rodrigue y Silva, F. Y Merino, A. (2024). Service-learning to improve training, knowledge transfer, and awareness in forest fire management. Fire Ecology, 20(19) https://doi.org/10.1186/s42408-023-00226-y

Sumarmi, S., Wahyuningtyas, N., Sahrina, A. Y Aliman, Muhammad. (2022). The effect of environmental volunteer integrated with service learning (EV_SL) to improve student’s environment care attitudes and soft skills. Pegem Journal of Education and Instruction, 12(1), 168–176. https://doi.org/10.47750/pegegog.12.01.16

Tabor, L. (2021). Service-Learning and Geospatial Skills: What Do the Students Think?. En J. E. Wessell (Eds), Experiential Learning in Geography. (pp. 139-150). Springer, Cham. https://doi.org/10.1007/978-3-030-82087-9_9

Universidad de Alicante (2024). Grado en Geografía y Ordenación del Territorio. https://web.ua.es/es/grados/grado-en-geografia-y-ordenacion-del-territorio/

Universidad de Cantabria (2024). Grado en Geografía y Ordenación del Territorio. https://shre.ink/Dt2J

Universidad Autónoma de Barcelona (2024). Grado de Geografía y Ordenación del Territorio. https://shre.ink/Dt2w

Universidad Autónoma de Madrid (2024). Grado en Geografía, Geotecnologías y Sostenibilidad Territorial. https://www.uam.es/uam/geografia

Universidad de Barcelona (2024). Geografía y Cambio Global. https://shre.ink/Dt2N

Universidad de Castilla-La Mancha (2024). Grado en Geografía, Desarrollo Territorial y Sostenibilidad. https://shre.ink/Dt2z

Universidad Complutense de Madrid (2024). Grado en Geografía y Ordenación del Territorio. https://www.ucm.es/grado-geografia/

Universidad de Extremadura (2024). Grado en Geografía y Ordenación del Territorio. https://shre.ink/Dt2y

Universidad de Girona (2024). Grado en Geografía, Territorio y Medio Ambiente. https://shre.ink/Dt2i

Universidad de Granada (2024). Grado en Geografía y Gestión del Territorio. https://grados.ugr.es/geografia/

Universidad Internacional de La Rioja (2024). Grado en Historia y Geografía online. https://www.unir.net/humanidades/grado-historia-geografia/

Universidad Internacional Isabel I de Castilla (2024). Grado en Historia, Geografía e Historia del Arte. https://shre.ink/Dt26

Universitat de les Illes Balears (2024). Grado en Geografía.

https://estudis.uib.es/es/estudis-de-grau/grau/geografia/GGE2-P/

Universidad de Jaén (2024). Grado en Geografía e Historia. https://shre.ink/Dt2Z

Universidad de La Laguna (2024). Grado en Geografía y Ordenación del Territorio. https://www.ull.es/grados/geografia-ordenacion-del-territorio/

Universidad de La Rioja (2024). Grado en Geografía e Historia. https://www.unirioja.es/estudios/grados/geografia_historia/

Universidad de Las Palmas de Gran Canaria (2024). Grado en Geografía y Ordenación del Territorio. https://fgh.ulpgc.es/grado-en-geografia-y-ordenacion-del-territorio

Universidad de León (2024). Grado en Geografía y Ordenación del Territorio.

https://shre.ink/Dt2C

Universidad de Lleida (2024). Grado en Geografía. https://geografia.udl.cat/es

Universidad de Málaga (2024). Grado en Geografía y Gestión del Territorio. https://www.uma.es/grado-en-geografia-y-gestion-del-territorio/

Universidad de Murcia (2024). Grado en Geografía y Ordenación del Territorio. https://www.um.es/web/estudios/grados/geografia

Universidad Nacional de Educación a Distancia (2024).

Universidad Oberta de Catalunya (2024). Grado Online de Historia, Geografía e Historia del Arte. https://www.uoc.edu/es/estudios/grados/grado-historia-geografia-arte

Universidad de Oviedo (2024). Grado en Geografía y Ordenación del Territorio. https://www.uniovi.es/estudia/grados/humanidades/geografia

Universidad Pablo de Olavide (2024). Grado en Geografía e Historia. https://shre.ink/Dt2v

Universidad del País Vasco/Euskal Herriko Unibertsitatea (2024).

Universidad Rovira i Virgili (2024). Grado en Geografía, Análisis Territorial y Sostenibilidad. https://www.urv.cat/es/estudios/grados/oferta/graudegeografia/

Universidad de Salamanca (2024). Grado en Geografía.

https://www.usal.es/grado-en-geografia

Universidad de Santiago de Compostela (2024). Grado en Geografía y Ordenación del Territorio. https://shre.ink/Dt2u

Universidad de Sevilla (2024). Grado en Geografía y Ordenación del Territorio. https://shre.ink/Dt2h

Universitat de València (2024). Grado en Geografía y Medio Ambiente. https://shre.ink/Dt2j

Universidad de Valladolid (2024). Grado en Geografía y Planificación Territorial. https://shre.ink/Dt27

Universidad de Vigo (2024). Grao en Xeografía e Historia. https://www.uvigo.gal/estudar/que-estudar/estudos-grao/grao-xeografia-historia-o02g251v01

Universidad de Zaragoza (2024). Grado en Geografía y Ordenación del Territorio. https://fyl.unizar.es/grado/grado-en-geografia-y-ordenacion-del-territorio

Villacé-Molinero, T., Fuentes-Moraleda, L., Orea-Giner, A., González-Sánchez, R. y Muñoz-Mazón, A. (2023). Service learning via tourism volunteering at university: skill-transformation and SDGs alignment through rite of passage approach. Sustainability Accounting, Management and Policy Journal https://acortar.link/vg99Ml

Yarwood, R. (2005). Geography, Citizenship and Volunteering: Some Uses of the Higher Education Active Community Fund in Geography. Journal of Geography in Higher Education, 29(3), 355-368. https://doi.org/10.1080/03098260500290918

Downloads

Published

2024-09-24

How to Cite

Muñoz Espinosa, E. M., & Fernández-Arroyo López-Manzanares, A. (2024). Geography and SL for social, spatial, cultural, and territorial teaching at the university level. European Public & Social Innovation Review, 9, 1–18. https://doi.org/10.31637/epsir-2024-837

Issue

Vol. 9 (2024)

Section

INNOVATING IN UNIVERSITY CONTENT FOR THE FUTURE

License

Copyright (c) 2024 Elena María Muñoz Espinosa, Alfonso Fernández-Arroyo López-Manzanares

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Authors who publish with this journal agree to the following terms:
  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Non Commercial, No Derivatives Attribution 4.0. International (CC BY-NC-ND 4.0.), that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).