Can we describe migration as a crisis?
I have chosen this image as it reflects the ideas that migration is about people moving but it is taking place in a global and complicated way. It does not view migration as a linear process but as a multifaceted process and the image is a way to get that across to pupils. The article that it comes from is useful as it provides a balanced view and considers the fact that migration is both a crisis and an opportunity. As part of the teaching sequence this will be used as a starter with students annotating it at the beginning of the teaching unit; and again at the end of the unit. This will be a very clear way to see how students have made progress in their understanding of migration as a geographical topic.
Why is substantive knowledge about geographical conditions or characteristics essential for understanding the example?
The substantive knowledge is important for understanding the geographical example is due to the complexity of the issue. At a surface level, migration can have a very accessible nature; however to understand the example fully you need to have an understanding of the precise definition of the topic; as well as an understanding of what the scale actually means. Therefore the substantive knowledge is to be able to understand the use of geographical language when tackling the examples.
What is geographically theoretical or conceptual about the example? How does the example support geographical thinking in a way that is systematic (i.e., does the example show the intellectual significance of geographical concepts such as location, place, region, pattern, spatial hierarchy, regional identity, etc.)?
The example is conceptual in that is based on the framework of migration; particularly as laid out in ‘Global Migration’ by Hanlon and Vicinio (https://books.google.co.uk/books/about/Global_Migration.html?id=Aj5TngEACAAJ). This explains and gives the language used for migration.
How does the example support geographical thinking or action in a way that can be applied (i.e., not just ‘inert’ knowledge regurgitated for a test)?
The example provides ways for students to challenge ‘popular knowledge’ on migration. This would include the ability to question tabloid headlines on migration and look where there are elements of truth but also elements that are not based on hard facts. This will give the students the language and framework they need to look at migration as a multifaceted issue, and one that can be considered from multiple points of view.Back to Vignettes