An alternative use of difference as a geographical concept; a case - - PDF document

An alternative use of ‘difference’ as a geographical concept; a case study investigation of how ‘difference’ impacts A Level understanding of issues of urban inequality. A constructivist epistemological stance and interpretivist theoretical perspective ground a case study methodology, this utilised to best answer my research questions and ensures clarity. Recognising whilst findings will be contextually specific the procedure is rigorous and repeatable. Burbules’ Categories of Difference

Difference in Variety Categorical, referring to different kinds within a particular category (different language) Degree of difference Different points along a continuum (Height or extent) Different Versions A standard altered through interpretation, key elements unchanged, an addition or similar form (Different perspectives on an event) Difference Against A sense of difference is created as an act of differentiation against dominant discourse, a direct reaction against societal ‘norm’ (feminist movements) Difference Beyond Difference as something beyond a particular way of thinking or speaking (e.g. different future events e.g. climate projections)

Research Questions

RQ1.To what extent is the concept of ‘difference’ geographical, and powerful geographical knowledge? literature

• RQ2. What do students need to know about urban issues of inequality?

literature

• RQ3. How do students understand ‘difference’ as a geographical (second order) concept?

empirical

• RQ4. How do students’ understanding of issues of urban inequality progress over the unit of

lessons? empirical

• RQ5. What contribution did the use of ‘difference’ as a second order concept aid the substantive

understanding of urban issues of inequality? empirical

Key findings for the final two RQs RQ4:

• Student progress in line with

the exam requirements

• Nuanced multifaceted

progress made with linguistic evidence

• Was it ‘powerful’ for all?

Challenge vs access.

RQ5:

• Sophistication evident through structure and organisation
• Powerful learning as more critical imaginings and evaluations of

the world were enabled

• Alternative considerations - aligning with the epistemological

stance and rigorous reflection on knowledge, might there be other reasons for the findings?

Pedagogical implications

• The purpose of the task and student confidence are crucial in determining the outcome.
• The learning journals demonstrating some of the most positive learning outcomes.
• Further analysis could have developed if concept maps were used after the whole lesson sequence and an essay

planning structure sheet was used as initially planned resulting in analytical challenges but increases authenticity.

• Thematic coding of information helped group data and enable tentative claims to be made.

Recommendations for further research

• Dynamic and contested nature of geographical knowledge presents opportunity to engage with wider academic

literature for similar research by teachers, and in curriculum design.

• Research into the importance of each category of difference on specific geographical content.
• Research into introducing the research with lower age groups and to make it more generally accessible for teachers.
• Emotive aspect of geographical content challenges teaching about differences.
• Challenge of evidencing student learning - theoretically and conceptually complex - themes and codes.

In this presentation I will briefly outline the research project before presenting my empirical findings I then discuss the overall conclusions, pedagogical implications and finally suggesting some considerations for further research. Initial problem The thinking behind the thesis came with the realisation there was a need for A Level students to consider geographical issues with more complexity. Their evaluations at GCSE were simplistic yes/no for/against and this style and structure was limiting at A Level. I explore in this thesis an alternative view of the concept of difference and apply it in a geographical sense in an attempt to enable students to write more sophisticated and nuanced evaluations of issues of urban inequality. This application of the theory of difference examines not only that are things different but instead focuses on the different ways things are different and in so doing develops a better understanding of the phenomenon being examined. Presented on the handout for ease I utilised 5 of the 8 categories of difference as identified by the work of educational philosopher Nicholas Burbules in an attempt to address the problem of simplistic yes/no for/against style geographical evaluations. Teaching in West London at the time with a socially diverse Year 12 class in a large, state comprehensive this is relevant as the context provides important and valuable insight into student learning. Qualitative analysis of semi-structured interviews (both individual and paired) raised some interesting pedagogical insights, especially when triangulated with thematic coding of concept maps. I introduced student learning journals at the start of the year, another significant method in highlighting initial student confusions in the six lesson enquiry, before demonstrating at times impressive application of the concept of difference and the geographical content of issues of urban inequalities. The final assessment, I administered a complicated exam style essay provided opportunity for the students to demonstrate sophisticated evaluation. The research provides a small but intriguing contribution to the discourse surrounding powerful geographical knowledge, and tentatively offers an optimistic outlook that geography could potentially present in exploring alternative and powerful interpretations of the world. Geography as a discipline is difficult to define, geographical knowledge is dynamic and contested, it is as complex as people, the natural world and the interactions between the two. Therefore I reveal the opportunity to explore alternative forms of geographical information and add to the discourse surrounding the discipline. (Massey/Taylor) Difference has a significant role in geography through marginalised discourse. Therefore the application of the concepts of difference aligns with geographical content of issues of urban inequality and is powerful for the students in a number of ways. It is more academically rigorous as it enables critical questions of the world, society and policy to be asked; it is also socially enabling as the knowledge gained enables students to pass exams, but also informs students to enact positive change and make better decisions about the world around them (Young).

As summarised on the hand out I adopt a constructivist epistemological stance aligns with an interpretivist theoretical perspective to best answer the research questions that explore in depth student learning, therefore a case study methodology is the most appropriate as data is collected and analysed through triangulation of a number of methods (Crotty). Meaning that despite the findings being contextual and specific the process is rigorous and repeatable allowing ‘fuzzy’ generalisations to be made (Bassey). Adding to the epistemic discussion through deeper consideration of systemic power structures, flows and interconnections means that a ‘critical constructivist’ approach might be a more appropriate description. I explored 5 research questions as you can see on the handout, the first two are answered in the literature review and the theory had been discussed in part to this point, that being difference as a powerful geographical second order concept. And an engagement with what students are required to learn about issues of urban inequality in geography. The final three research questions present the empirical findings that reveal the progress and comprehension

• f the concept of difference and then issues of urban inequality. Before the final research question, explores

the extent to which the application of ‘difference’ impacted the learning and progression made by the students about issues of urban inequality. As the findings were partially examined, I would like to briefly outline the main findings and a summary of the conclusions, future recommendations and pedagogical implications of this thesis. In answering RQ3 I found that student comprehension of the categories of difference saw notable progression, understanding and geographical application. For RQ4 I found that meaningful learning took place as student understanding and progression improved across the sequence of lessons. Finally in RQ5 I found that the application of the theory of difference enabled, challenged and encouraged students to produce better geographical work. A brief summary of some key pedagogical implications and recommendations for further research The use of a single essay at the end of the lesson sequence, meant there was no direct comparison complicating the assessment of progression. I also chose not to implementing a categories of difference essay planning guide which added to the complexity in analysing the essay but enhanced the authenticity of the student reflections and application of the concept of difference. Upon reflection the use of a concept map after the entire lesson sequence would have provided potentially interesting and useful data, and likely would have aided the student learning. The pedagogical implications identify that student attitude to learning has a significant impact on the

• utcomes of their work, recognising student confidence and a fear of writing the wrong answer was

highlighted at the start of the lesson sequence and even at the end with the complex essay question, yet the independence of individual research tasks and ownership students had of their learning journals demonstrating some of the most positive learning outcomes. For example under the category of ‘Difference Beyond’ Tony’s LJ entry of a list of 5 complex geographical questions was so pleasing to see - especially as Tony’s target grade is an E at A Level. The fluidity of semi-structured paired interviews revealed valuable information as students spontaneously edit, alter and question what the other is saying, adding internal validity of the method as students converse about the content. This raised a consideration about the implication of not analysing in class discussions therefore missing the opportunity to analyse a wealth of data, not just for this research but also would provide a valuable tool for student revision. A similar challenge became clear in trying to evidence and interpret the subtleties and complexities of student learning, revealing the linguistic challenge of attaching significance to phrases within student work. Thematic coding of information helped group data and enable tentative claims to be made. Throughout the research a critical reflection on my role as teacher and researcher was considered, this became even more complex when exploring emotive content of inequality, a number of students at the school and in the class were directly affected by the Grenfell tower disaster. Whilst teaching about differences a

critical reflection about the risk of reinforcing stereotypes and stigmas required careful consideration. It was challenging ethically, analytically and practically to teach about extremes whist seeking nuance. Briefly some Further recommendations for research The categories of difference themselves are diverse, an investigation into the distinction of each specific category of difference and what contribution it might have to geographical learning came to light in this thesis. I only considered 5 of the 8 categories of difference in an attempt to maintain clarity and accessibility for the students, research into the others and how the categories might be integrated in earlier Key Stages presents the opportunity for further research. Overall conclusions Due to the dynamic and contested nature of geographical knowledge the opportunity is presented to explore how academic literature could directly help students, teachers and curriculum design; this provides a small contribution to the discourse surrounding the discipline. In the learning of the concepts of difference despite Initial confusions and some misunderstandings the concept of difference challenged students to consider more nuanced and sophisticated evaluations of inequality. The concept of difference led to Powerful geographical learning, evident as students were equipped to be more critical of power structures of inequality and challenged to consider better and alternate ways of explaining and understanding the world. The thesis beings with a call for the need to be open to better ways of understanding the world, and the need for more critical ways of organising and thinking about geographical issues The concept of difference provides a method that is complex, and therefore encourages, even requires students to engage with that complexity. Despite the initial confusions the students had, the implementation

• f the five categories of difference provided a new way for the students to view the world, to consider the

issues of urban inequality. Students stated that they found this challenging but interesting and valuable for their geographical learning.

Evidence of findings Themes and codes Repetition and patterns Similarity in responses Corroborated with other research / expected in similar circumstance What I witnessed Triangulation of methods Reinforcement when questioned Connection of theory to appropriate examples Multifaceted not simple Multistructural and relational Biggs Solo tax; Blooms tax