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首页> 外文期刊>Journal of Geography in Higher Education >“Did Ronald McDonald Also Tend To Scare You As A Child?”: Working to Emplace Consumption, Commodities and Citizen-Students in a Large Classroom Setting
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“Did Ronald McDonald Also Tend To Scare You As A Child?”: Working to Emplace Consumption, Commodities and Citizen-Students in a Large Classroom Setting

机译：“罗纳德·麦当劳（Ronald McDonald）还是想吓S小时候吗？”：努力在大型教室里放置消费，商品和公民学生

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摘要

So-called 'radical' and 'critical' pedagogy seems to be everywhere these days on the landscapes of geographical teaching praxis and theory. Part of the remit of radical/critical pedagogy involves a de-centring of the traditional 'banking' method of pedagogical praxis. Yet, how do we challenge this 'banking' model of knowledge transmission in both a large-class setting and around the topic of commodity geographies where the banking model of information transfer still holds sway? This paper presents a theoretically and pedagogically driven argument, as well as a series of practical teaching 'techniques' and tools—mind-mapping and group work—designed to promote 'deep learning' and a progressive political potential in a first-year large-scale geography course centred around lectures on the Geographies of Consumption and Material Culture. Here students are not only asked to place themselves within and without the academic materials and other media but are urged to make intimate connections between themselves and their own consumptive acts and the commodity networks in which they are enmeshed. Thus, perhaps pedagogy needs to be emplaced firmly within the realms of research practice rather than as simply the transference of research findings.
机译：在地理教学实践和理论领域，如今所谓的“激进”和“批判”教学法似乎无处不在。激进/批判教学法的一部分涉及对教学实践的传统“银行”方法的去中心化。但是，我们如何在大型环境中以及围绕仍在流行的信息传递银行模型中占据主导地位的商品地理这一主题，挑战这种知识传递的“银行”模型呢？本文介绍了理论和教学方法上的论证，以及一系列实用的教学“技术”和工具（思维导图和小组工作），旨在促进“深度学习”和在第一年大学生学习中具有渐进的政治潜力。规模地理课程的重点是关于消费和物质文化地理学的讲座。在这里，不仅要求学生将自己置于学术材料和其他媒体之内或之外，还应敦促学生与他们自己的消费行为和所涉商品网络之间建立密切联系。因此，也许需要将教学法牢固地置于研究实践的范畴之内，而不是简单地将研究成果转移出去。

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