• Title/Summary/Keyword: Social geography

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An analysis on the Regional Geographies of Eight Countries for Improving 'the Geography of Korea' (한국지리 발전방안 마련을 위한 국외 8개국 지리지에 대한 분석)

  • Kwon, Yong-Woo;Sohn, Jung-Yul;Ahn, Young-Jin;Lee, Kang-Won;Lee, Hyeon-Joo;Lee, Ho-Sang
    • Journal of the Korean Geographical Society
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    • v.47 no.1
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    • pp.121-139
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    • 2012
  • The purpose of this study is to derive the implications for improving 'the Geography of Korea' by analyzing the regional geographies of other countries. For this purpose, the regional geographies of eight countries are used: the United Kingdom, France, and Germany in Europe, the United States in America, Japan and China in Asia, and Turkey and Pakistan in Arab. After we select the representative regional geography for each country, its general characteristics, structure, style, and contents are analyzed. Based on the findings, implications for improving 'the Geography of Korea' are summarized in terms of the contents, style, and publication project. These implications suggest that 'the Geography of Korea' needs to be improved by explaining the regional identity in a more refined way and by attracting more readers.

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Social Geography of Poverty and Social Welfare Services (빈곤계층과 사회복지서비스의 공간적 연계성)

  • Bae, Mi-Ae
    • Journal of the Korean Geographical Society
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    • v.42 no.2 s.119
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    • pp.177-195
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    • 2007
  • The central aim of this paper is to identify the distributional pattern of poverty and to investigate the spatial relationship between poverty and welfare service providers in Busan, Korea. It is intended to explain how the relationship of service-dependency between impoverished people and social welfare services leads to uneven social geography. Welfare services controlled by public or private agencies may support the impoverished people in different ways, generating social outcomes. By exploiting the spatial variations in the incidence of poverty and the provisions of social welfare services, this paper is to understand the dynamics of the geography of poverty from a local scale so that it can help us understand how various governmental and nongovernmental area-based service providers are spatially uneven when they are compared to the distribution of service dependency group such as impoverished people. From this research, it is finally argued that the implications of locational interdependence between such needed groups and social welfare services for their support demand a paradigm for urban social geography that centers on the changing welfare provision structure and the linkages between population and service-provision.

The Establishment of Principal Themes of Basic Completion Subject in Common Social Studies(Geography) and Geography as an Indication Subject for Examination of the Teacher's Qualification (교원자격검정 표시과목 공통사회(지리) 및 지리의 기본이수과목별 주요주제 설정)

  • Choi, Won-Hoe;Seo, Tae-Yeol;Kwon, Jung-Hwa;Park, Cheol-Woong;Park, Sun-Mee
    • Journal of the Korean Geographical Society
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    • v.42 no.4
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    • pp.648-665
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    • 2007
  • The present curricula of department of common social studies education and department of geography education have the problem including only the basic completion subjects, and not including their principal themes. This unestablished state of principal themes in the basic completion subjects has given rise to the absent state of standard curriculum in department of common social studies education and department of geography education, and that finally has aroused many obstacles in the problem-setting and the examination-applying of middle and high school teacher appointment examination. Accordingly, this study established the principal themes of 21 basic completion subjects in common social studies and geography. The principal themes of 21 basic completion subjects in common social studies and geography will be form the base of establishing the content element of standard curriculum in department of common social studies education and department of geography education and the assessment element of middle and high school teacher appointment examination in common social studies and geography as an indication subject for examination of the teacher's qualification. Especially, considering the curriculum modification of college of education and the system change of middle and high school teacher appointment examination due to be propulsed simultaneously by Ministry of Education to the year of 2009, the establishment of principal themes in the basic completion subjects and the making of standard curriculum are very pertinent to the occasion. Because the principal themes of 21 basic completion subjects established in this study are made for some 50 days driven by the stress of circumstances, those have to be studied again. Also, because the construction of basic completion subjects includes many problems, that has to be revised.

Revision of Geography National Curriculum in UK and Debates about Knowledge (영국 국가지리교육과정 개정과 지식 논쟁)

  • Cho, Chul-Ki
    • Journal of the Korean Geographical Society
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    • v.49 no.3
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    • pp.456-471
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    • 2014
  • Recent educational policy by coalition government in UK is called knowledge turn. A core competency-based curriculum based on the relative knowledge of the social constructivism and postmodernism has been strongly endorsed by the previous new labor government. The view of knowledge regards knowledge as constructed socially, and emphasizes personal everyday knowledge. But the knowledge-based curriculum based on absolutism is strongly endorsed by the current coalition government. It emphasizes objectivity of knowledge. Social realism criticizes both absolutism and relativism on knowledge. Social realism places disciplinary knowledge above everyday knowledge, and considers disciplinary knowledge as powerful knowledge. But it doesn't mean that social realism neglects everyday knowledge. Rather, social realism empathizes relating disciplinary knowledge to everyday knowledge. Recent Living Geography and YPG(Young People's Geographies) project by the Geographical Association is based on the social realism. The aims of the project is to connect academic geography related to young people's geographies with student's everyday geographies, and academic geographers as mentors, tutors and students together are to make school geography curriculum through conversation.

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Developing a New Area Study Methodology Suitable to the Globalization Era : With Revision of the Regional Geography of World-Systems. (세계화시대에 적실한 지역연구방법론 모색 -세계체제론적 지역지리학의 보완을 중심으로-)

  • Lee, Jae-Ha
    • Journal of the Korean association of regional geographers
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    • v.3 no.1
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    • pp.115-134
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    • 1997
  • We now live in the new era of globalization which implies the functional integration or increase of inter-dependency between internationally dispersed economic activities. As globalization impacts our various activities and daily lives, social sciences, including, geography, attempt to approach social phenomena from a global perspective. From this point of view. new regional geography, which has been articulated in recent social theory since the 1980s, also must adjust to these new world realities. This paper aims to search for a suitable methodology or approach to area study or regional geography in the era of globalization and to suggest the field of area study that Korean geographers should be concerned with in the future. This paper has reviewed the existing various methodologies of regional geography such as the ecological approach, the landscape approach. the areal differentiation approach, the system approach, the structuration theory, the spatial division of labour, and the world-system, which have deviced in the traditional and new regional geography. Peter Taylor's regional geography of world systems among them has an appropriate rationale of area study in the globalization era, because world-systems theory explains well globalization. However the regional geography of world-systems must be revised to become more suitable to the area-study approach in the globalization era. Firstly, the regional geography of world-systems explains that regions(historical regions) are made by general mechanisms of the capitalist world-economy that operate through social, economic, and political agents within regions such as individuals, households, social classes, economic enterprises, states, political movements, and many other organizations. But these mechanisms can also act through other regional agents of geographical location, natural conditions, and cultural characteristics. Therefore, the generating process of regions needs to be explained by locational, natural, and cultural elements in addition to social, economic, and political elements within regions. Secondly, Taylor's world-systems approach does not express composite characteristics of regions, because it focuses on the economic characteristics or position of regions within the world-economy. Regions incorporated into world-economy systems are not only changed economically, but also changed spatially, socially, culturally, and politically. Hence the world-systems approach must try to analyze these composite characteristics and their change of regions. Thirdly, The world-system approach proposed that the geography of regions within world-systems could be divided and analyzed as three regional types at the geographical scale such as international regions, state regions, and intra-state regions. However such a regionalization is usually not identified distinctly, because the geographical range of regions in world-systems shaped by economic boundaries of the general mechanisms of the world-economy is fluid and also occasionally overlaps with other political regions. Hence I propose that the world-systems approach should choose political boundaries of states and local autonomies in addition to economic boundaries for objective regionalization and systematic areal study. The revised regional geography of world-systems that I have suggested in this paper can be more effectively and properly applied to regional geography or area study in the globalization era. Globalization intensifies competition between states and also between local autonomies in the world. Therefore we must make efforts to study such areas or regions through the revised regional geography of world-system.

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Circulation System of Geographical Knowledge for the Sustainable Development of Geography (지속가능한 지리학 발전을 위한 지리지식의 순환체계)

  • Moon, Nam-Cheol
    • Journal of the Korean association of regional geographers
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    • v.20 no.4
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    • pp.473-483
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    • 2014
  • The geographical knowledge is composed of academic geographical knowledge, school geographical knowledge, applied geographical knowledge and popular geographical knowledge according to the diverse social need and demand. And the geographical knowledge has developed through the knowledge circulation system, which is connected to knowledge production, delivery, application and to reproduction among these knowledge fields. The discontinuity of knowledge circulation can lead to crisis of geographical whole. Therefore, for sustainable development of geography, it is necessary to firmly build a virtuous circulation system of geographical knowledge which is linked to a knowledge production and accumulation by an academic geography, knowledge delivery by a school geography, knowledge social application by an applied geography, knowledge application in everyday life by a popular geography and knowledge reproduction by an academic geography.

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The Evolution of Regional Geography in France (프랑스 지역지리연구의 전개과정)

  • Son, Myoung-Cheol
    • Journal of the Korean association of regional geographers
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    • v.1 no.1
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    • pp.81-91
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    • 1995
  • Modern geography in France since the end of 19th century was begun with regional geography. France after losing the Franco-Prussian war in 1871 had tried to regain the deteriorated national proudness through the colonial expansion. The social and historical contexts in France had encouraged French geographers to engage in detailed small area studies. In particular, after Blache became a faculty at Sorbonne University his idea on integrative rather than selective description on area studies had gained paradigmatic popularity not only in geography but in other disciplines. The regional geography tradition was then firmly established as a science and as an art by Vidalian school until the beginning of Second World War. However, when industrialization and urbanization were the dominant science since the 1950s spatial analytic geography has become popular research tradition replacing the previledged regional geography. Nevertheless, geography in France is still acknowledged as an interesting and valuable discipline since regional geography tradition had accumulated rich knowledges on various regions. As regional geography provides valuable information and helps to understand various world regions, it should be regenerated as a research tradition which are able to fulfill societal needs accruing nowadays. By doing this, geography can rectify its disciplinary identity which has been disintegrated internally by giving too much emphasis on specialties, and melding into nearby disciplines. Our geography education for the chorography in particular focuses mainly on the listings of simple geographic facts, in this regard. Rather than attracting students' concern and motivation, geography is considered as a subject oriented toward simply memorizing geographic facts. To overcome these problems, regional geography should be discussed openly and popularized in research. Regional geographic methods available and results produced in other countries should be introduced, and critical assessments should be made for selective acknowledgment for nurturing our regional geography.

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Regional Geography in Education and the Learning Theories (地域地理 敎育의 內容 構成과 學習 理論의 照應)

  • Kwon, Jung-Hwa
    • Journal of the Korean Geographical Society
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    • v.32 no.4
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    • pp.511-520
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    • 1997
  • As the spatial analysis paradigm was established in the discipline during the 1960s, the regional geography became regrded as a nonscientific enterprise. However, school geography has remained an old fashioned regional paradigm. Since then, regional framework which characterized geography curricula in education has been attacked and replaced by more scientific and systematic content. But recently, globalization and localization has rapidly transformed the everyday life of ordinary people. This social change requires regional awareness in school. The purpose of this study is to find relevant learning theories for geography in deucation and to suggest principles of constructing content for regional geography. We must transform the logic of regional concepts into educational content with reference to the learning process. We must examine various propositions for the leaming process. According to the Atomic view of knowledge, the learning process is cumulative, but this can't be applied to sophisticated knowledge. In the Organic view, the learning process is regarded as gradual differentiation. But the learning process is reciprocal, and socially constructed. Applied to geography in education, this view regard "meaningful learning" as social interaction between student's private geographies and content based on public (or academic) geographies.

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Intrinsic Justification of Citizenship Education through Geography Subject (지리교과를 통한 시민성 교육의 내재적 정당화)

  • Cho Chul-Ki
    • Journal of the Korean Geographical Society
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    • v.40 no.4 s.109
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    • pp.454-472
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    • 2005
  • This study is to discuss on intrinsic justification of 'citizenship' and 'spaces of citizenship' to inquiry possibility of citizenship education through geography subject. According to Peters' educational view as forms of knowledge and initiation, citizenship was intrinsically justified through examination of forms of geographical knowledge. The analysis of paradigms in geography shows that 'the human' and 'the social' are generally combined in 'space'-centered language and ideologies through post-positivism. That is, it refuses the concept of physical space which is value neutral, and seeks turn to spaces of citizenship which is value-intrinsic through social space theory. Given that changes in the forms of geographical knowledge lead changes in content knowledge of geography subject, citizenship is to be justified intrinsically. Thus, citizenship as content knowledge of geography subject is to be justified not extrinsically through acceptance of social studies' educational aim in itself but intrinsically through forms of geographical knowledge. And geographical education as initiation into value and belief of citizenship based on these spaces of citizenship is not about making students have arrived at a destination, but about them travel with a different view.