Thomas Jekel - Academia.edu (original) (raw)

Papers by Thomas Jekel

GW-Unterricht

Fast dreiundzwanzig Jahre lang bildete der bisher gültige Lehrplan für die Sekundarstufe I die Gr... more Fast dreiundzwanzig Jahre lang bildete der bisher gültige Lehrplan für die Sekundarstufe I die Grundlage für den Geographie und Wirtschaftskunde-Unterricht. Nach etwa vierjähriger Entwicklungsarbeit wurde nun der Lehrplan für die Schulen der Sekundarstufe I am 02.01.2023 neu verordnet (BMBWF 2023) und tritt mit dem Schuljahr 2023/24 von der ersten Klasse an aufsteigend in Kraft. Im umbenannten Unterrichtsfach Geographie und wirtschaftliche Bildung bietet er dabei eine Reihe von begrüßenswerten Neuorientierungen und inhaltliche Innovationen. Dieser Beitrag skizziert die zentralen Betrachtungsweisen, die der Lehrplan 2023 anbietet und gibt Hinweise zur Interpretation und Umsetzung seiner Bildungsanliegen für die Unterrichtspraxis. Abschließend werden jene in der letzten Phase des Begutachtungs-und Überarbeitungsprozesses im Detail entstandenen Inkonsistenzen in Teilbereichen des Lehrplans knapp kommentiert, weil sie von den Lehrer*innen zusätzliche Interpretations-und Umsetzungsleistungen verlangen. Making one's life sustainable. On the newly enacted curriculum of Geography and Economics Education in Austrian lower secondary schools. The curriculum of "Geographie und Wirtschaftskunde" in lower secondary school has been applied for 23 years. After four years of work, a new curriculum took legal effect on January 2 nd , 2023, and will be implemented year by year from autumn 2023 onwards. The school subject has changed its name to "Geographie und wirtschaftliche Bildung" (i. e. Geography and Economics Education), denoting also a whole range of new orientations. This contribution describes the major changes in the curriculum and offers hints as how to implement the new educational aims in the classroom. It also discusses inconsistencies in the new curriculum, which have been the result of late lobbying by certain stakeholders, as they need specific efforts from teachers in interpreting and implementing the curriculum. Service 1 Neue Orientierungen Der neue Lehrplan aus Geographie und wirtschaftlicher Bildung für die Sekundarstufe I greift die gesellschaftlichen, ökonomischen und ökologischen Herausforderungen der Gegenwart auf und ist auf die zentralen Zukunftsthemen des 21. Jahrhunderts hin ausgerichtet. Lebensqualität und Zukunftschancen, nachhaltige Gesellschafts-und Wirtschaftsentwicklung, globaler Wandel, Klimakrise, Globalisierung 1 Dieser Beitrag entstand parallel zu einem Lehrplankommentar derselben Autor*innengruppe im Auftrag des BMBWF (im Druck), dieser Umstand erklärt sowohl Ähnlichkeiten als auch Unterschiede zwischen beiden Texten.

Franz Steiner Verlag, 2016

Advances in Geographical and Environmental Sciences, 2015

This chapter deals with approaches to use geoinformation (GI) as used in everyday settings. It fi... more This chapter deals with approaches to use geoinformation (GI) as used in everyday settings. It first explores the concept of Spatial Citizenship, along an example taken from the holiday crowd that is easily translated to a host of other interest groups using space as symbolic means to exert their interests. It then looks into the role that digital GI may play in that process, and fields of competences needed to use GI competitively for active / activist citizenship. Theoretical foundations of a coherent concept of Spatial Citizenship are discussed, as is the reception of the approach by the scientific community not involved in the original conception of the Spatial Citizenship approach. The second part of the paper is devoted to the development of a more formalized set of competences as well as a curriculum that should enable in-service teachers to teach their classes in secondary schools along the line of the Spatial Citizenship approach. The contribution finally gives an outline of the materials developed within a European Union Comenius project.

International Perspectives on Teaching and Learning with GIS in Secondary Schools, 2011

... 6175). Gotha und Stuttgart: Klett-Perthes. Gryl, I., Jekel, T., & Donert, K. (2010). GI ... more ... 6175). Gotha und Stuttgart: Klett-Perthes. Gryl, I., Jekel, T., & Donert, K. (2010). GI & spatialcitizenship. In T. Jekel, A. Koller, K. Donert, & R. Vogler (Eds.), Learning with GI V (pp. 211). Berlin & Offenbach: Wichmann. Jekel, T., & Gryl, I. (2010). Spatial citizenship. ...

Cases on Transnational Learning and Technologically Enabled Environments

Initially, this case presents a theoretical description highlighting how spaces are constructed. ... more Initially, this case presents a theoretical description highlighting how spaces are constructed. Perspectives onto reality are the elemental units of our world. They are changed through learning processes. Societal learning can enlarge and approximate spaces of understanding. Social spaces are a type of “social capital”. Design of learning procedures refers to the design of structures in time, space and in the space of opinions that facilitates multi-perspectivist and multidisciplinary understanding of involved stakeholders. The following section of this case dwells on several cases of cooperative learning through dialogue: the project Schools on Ice, the UniGIS online curriculum, the UniNet network in Kyrgyzstan and Nepal, Global Studies, the ESD forum, the Environmental Systems Analysis Curriculum USW, and the European Union Twinning tool applied in Slovakia, Slovenia, Armenia, Georgia and Azerbaijan.

Communication and information exchange is increasingly web2.0 mediated, networked and complex. Th... more Communication and information exchange is increasingly web2.0 mediated, networked and complex. The use and integration of a spatial reference to information, i.e. geomedia, has been gaining importance. As a consequence, these changes and the potential of spatial representations to contextualize learning content account for an increasing relevance of geomedia in education. Based on these devlopments a concept of Spatially Enabled Learning makes use of web-based mapping to support interaction and communication in educational contexts via social geocommunication. It links social media with individual spatial representations. The purpose is to make learners capable to be 'produsers' (producer-users) of information with a spatial reference. This is supposed to be helpful in education and everyday life with regard to spatial citizenship, i.e. reflective and participatory practice. The idea of spatially enabled learning focuses on the vision to enhance both learning and teaching processes, as well as to contribute to a more global understanding through linking learning processes with spatial representations. This contribution discusses two main topics: a) the role of space & spatial representations in everyday life and in learning processes, and b) conceptual tools needed for that. The concept of social geocommunication mirrors the shift from stand-alone web mapping applications to collaborative web mapping applications and finally towards social web mapping applications. In this context there is a variety of recent tools that already cover the prerequisites of spatially enabled learning. This paper provides a rudimentary conceptual framework to integrate existing tools and learning.

Encyclopedia of Education and Information Technologies, 2019

Companion to Urban and Regional Studies, 2021

Today, many teachers have, on one hand, the opportunity to benefit from powerful geomedia technol... more Today, many teachers have, on one hand, the opportunity to benefit from powerful geomedia technologies to improve their lessons, but on the other hand they have to deal with problems and difficulties handling and making sense of them. Nevertheless, remaining in ignorance is not a realistic option at all as today geomedia technologies pervade everyday life. This introductory chapter to a book dedicated to the use of geomedia in secondary education presents the Challenges and opportunities emerging with the societal impact of geomedia need to be addressed through education

Cartographica: The International Journal for Geographic Information and Geovisualization, 2012

This article explores starting points for spatial citizenship education and discusses fields of c... more This article explores starting points for spatial citizenship education and discusses fields of competence needed for active spatial citizenship. The use of geoinformation (GI) systems at the secondary-school level has been considered mainly as preparation to join the geospatial workforce and as a support tool to encourage spatial thinking. While this approach definitely has benefits in arguing for a wider set of competencies acquired by GI-based learning, it has frequently been linked to instrumental knowledge, and misses out on the societal consequences of GI use. The concept of spatial citizenship attempts to address these shortcomings. Originating from the individual and collective appropriation of social space, it supports learners in acquiring competencies that will enable them to participate more actively in society through the critical use of GI. Spatial citizenship adds an explicitly spatial domain to citizenship education.

GI_Forum, 2020

As contemporary witnesses of the Holocaust in both family and institutional environments disappea... more As contemporary witnesses of the Holocaust in both family and institutional environments disappear, Holocaust Education has to deal with a radical change. A wide variety of digital, sometimes spatially-explicit, learning environments have been developed that could be called 'virtually interactive'. Only a few of these learning environments allow for researchbased learning, and even fewer have been evaluated according to the aims of Holocaust Education itself, or with regard to the digital tools used. This contribution presents central aspects of an evaluation of a research-and geomedia-based learning environment. It was tested with students at various schools in Vienna's second district, specifically in the Stuwerviertel, which was a place of widespread deportation during the Nazi regime. In this paper, we concentrate on three domains: (1) the usability of currently available tools, (2) the emotional side of the research-based learning process, and (3) the contributions of the learning environment to the formation of the political subject.

Purpose: This contribution contextualizes the current debate on financial literacy within the dis... more Purpose: This contribution contextualizes the current debate on financial literacy within the discourses on ideology in curriculum design. The critical review questions the concept of financial literacy as used in assessment studies in Austria, revealing the studies' ideological assumptions and their embeddedness within neoliberal ideology. Methodology: A critical conception of ideology and of curriculum developed by Thompson (1990) and Apple (2004) serves as the basis for analysis. Categories of analysis are derived from neoclassical economics and neoliberal thought. The research is based on a qualitative content analysis of nine recent studies that all argue for enhanced economics education. Findings: The authors of the studies analysed write in support of an individualistic, naturalized and "apolitical" understanding of economic and financial literacy. This means that they conceive the economy as a closed system, separate from society and politics. The suggested education programs, consequently, are linked mainly to the neoliberal political project, with a lack of emancipatory or transformative ideas.