In this section of Campus, EuropeNow features a selection of scholarly articles and books on topics pertinent to the teaching of Europe or teaching in Europe that were published within the last 5 years. This dynamic bibliography, with monthly installments, seeks to highlight both pedagogy research as well as critical analyses of debates taking place in higher education in and about Europe.
If you are interested in reviewing any of the books featured in any of our Campus Round-Ups, please contact our Research and Pedagogy Chair, Hélène Ducros, at firstname.lastname@example.org
1. “Identity as immunology: history teaching in two ethnonational borders of Europe” by Eleftherios Klerides and Michalinos Zembylas
The power of local borders to resist and prevent transnational mobilities in education has received little attention in comparative education. In this article we explore the motif of ‘border immunology’ with reference to new history, a mobile paradigm of history teaching, and Greek-Cypriot and Turkish-Cypriot history textbooks as types of local borders that have been impermeable to new history. The overall argument we explore here is that ethnonational forms of collective identities that are imagined to be constitutive of textbook borders account for immunity to mobility and change.
2. Innovative Learning Geography in Europe: New Challenges for the 21st Century edited by Rafael de Miguel González, Karl Donert
Opportunities for developing innovative approaches in teaching and learning geography have been rapidly increasing in recent years. This is in part because of the spread of new technologies that allow access to geographic information and geographic geo-media resources. These new tools offer broad access to information and open data sources. They have revolutionized the way in which teachers of geography can work with pupils and students. “Education for Digital Earth” is now possible. As such, the exclusive use of traditional approaches to the teaching of geography is no longer reasonable today.
The European Commission-funded network initiative, digital-earth.eu, promotes innovation and best practices in the implementation of geo-media as a digital learning environment for school learning and teaching. This book, supported by EUROGEO, analyses the main challenges facing geographical education – curriculum, methodology, teacher education and training and geospatial technologies – and illustrates different examples of the use of geoinformation in geographical education in several European countries.
3. Academic Work and Careers in Europe: Trends, Challenges, Perspectives edited by Tatiana FumasoliGaële GoastellecBarbara M. Kehm
This book explores the perceptions of academic staff and representatives of institutional leadership about the changes in academic careers and academic work experienced in recent years. It emphasizes standardization and differentiation of academic career paths, impacts of new forms of quality management on academic work, changes in recruitment, employment and working conditions, and academics’ perceptions of their professional contexts. The book demonstrates a growing diversity within the academic profession and new professional roles inhabiting a space which is neither located in the core business of teaching and research nor at the top level management and leadership. The new higher education professionals tend to be important change agents within the higher education institutions not only fulfilling service and bridging functions but also streamlining academic work to make a contribution to the reputation and competitiveness of the institution as a whole. Based on interviews with academic staff, this book explores the situation in eight European countries: Austria, Croatia, Finland, Germany, Ireland, Poland, Romania, and Switzerland.
4. “From teaching geography to landscape education for all” by Marc Antrop and Veerle Van Eetvelde
This chapter discusses the education and teaching of landscape-related subjects in relation to the development of the study of landscape in the Western world. Education and teaching about the landscape reflect the changing concepts and focus in landscape research and the attitude toward the environment we live in. For the purpose of this chapter, we define education and teaching as follows. Education is the process of facilitating learning and the acquisition of knowledge, skills, values, beliefs, and habits in the context of a given culture. More specifically, landscape education is the continuous process of learning about the land, environment and society that are manifested in the landscape. From childhood on, we built a mental map of the geographical space we experience and learn to orient ourselves in it. According to the specific goals, different methods are used. Teaching is one of the methods and refers to any practice that helps others to develop knowledge or skills in a systematic and structured manner and for a specific purpose, e.g., a specific profession or training of experts. Thus, teaching about the landscape is the part of education giving a planned and organized activity to transfer knowledge, skills and attitudes with a specific purpose in mind. It involves different forms of learning and training. Many methods for studying the landscape have a pedagogic significance and are worthwhile to implement in landscape education.
5. Teaching and Learning the European Union: Traditional and Innovative Methods edited by Editors: S. Baroncelli, R. Farneti, I. Horga, and S. Vanhoonacker
This volume examines the EU’s changing educational context and its challenges. Based on an extensive survey of more than 2000 European Studies courses in 30 European countries, it maps and analyses the features of teaching methodologies as they emerge from both disciplinary as well as interdisciplinary curricula. It presents a series of case studies on some of the most-used innovative teaching tools emerging in the field such as simulation games, e-learning, problem based learning, blended learning, and learning through the use of social networks. Based on the contributors’ own experiences and academic research, the book examines both strengths and possible pitfalls of these increasingly popular methods. The book’s critical approach will inspire educators and scholars committed to improving the teaching methods and tools in the area of European Studies and other programs of higher education facing similar challenges.
Published on January 16, 2020.