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dc.contributor.authorAngus, Timen_GB
dc.contributor.authorCook, Ianen_GB
dc.contributor.authorEvans, Jamesen_GB
dc.date.accessioned2008-03-25T15:01:37Zen_GB
dc.date.accessioned2011-01-25T10:38:58Zen_GB
dc.date.accessioned2013-03-20T14:30:06Z
dc.date.issued2001en_GB
dc.description.abstractThis paper seeks to give an impression of what can happen if teachers encourage their students to take personally the issues they study, and to think and to write about how their identities and everyday lives are inseparable from the kinds of issues studied in the geography classroom. It discusses three principles – situated knowledge, cyborg ontologies and border pedagogy – which have guided the organisation of an undergraduate course on the geographies of material culture. This attempts to get students to think through their connections with the lives of distant others through simple acts of consumption, and the responsibilities which they might therefore have. This paper illustrates the kinds of student writing that can come out of such a course and the ways in which this issue of responsibility should be, and is, talked about.en_GB
dc.identifier.citationVol. 10 (2), pp. 195 - 201en_GB
dc.identifier.doi10.1080/10382040108667439
dc.identifier.urihttp://hdl.handle.net/10036/21512en_GB
dc.language.isoenen_GB
dc.publisherMultilingual Matters/Channel View Publicationsen_GB
dc.titleA manifesto for cyborg pedagogy?en_GB
dc.typeArticleen_GB
dc.date.available2008-03-25T15:01:37Zen_GB
dc.date.available2011-01-25T10:38:58Zen_GB
dc.date.available2013-03-20T14:30:06Z
dc.identifier.issn1038-2046en_GB
dc.descriptionThis paper was published in International Research in Geographical and Environmental Education, 10 (2), pp. 195 - 201, 2001. © 2001 T. Angus et al.en_GB
dc.identifier.journalInternational Research in Geographical and Environmental Educationen_GB


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