Changes to Level 2 – Contemporary Issue. Ihumatao, Otuataua, Stonefields.

In my second year of teaching Level 2 Geography at Tamaki College I wanted to make some changes to the course content. In particular to AS94245 – contemporary issue. Last year students had looked at whether or not a rail link should be built to Auckland’s International Airport. However, students (and myself) were not really engaged in this issue. As noted in my previous post about teaching Child Poverty in my level 1 class I feel it’s important to teach content that I find interesting and exciting to teach as enthusiasm can be contagious – this is especially important for issue related content. One of the reasons I think geography is such an important subject is for it’s potential to engage students in the world that we are living in.

Students are Tamaki College, living in Glen Innes are living the realities of a significant redevelopment project happening in their community. When I have discussed this in class with students this seems to be an issue they feel passionate about and are keen to discuss and debate in class. The Level 2 Social Studies class looks at this redevelopment and the perspectives around it and since their were some strong parallels between what is happening in Glen Innes (in particular with the Point England reserve) and Ihumatao.  I felt that this might provide students with an opportunity to draw links and think about issues a little deeper – especially for those who were taking both Social Studies and Geography.

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Additionally, Ihumatao is a good example of the Treaty of Waitangi in a contemporary context. Highlighting to students the Treaty is not simply a historical document that has been left behind. Rather, that is has implications in todays society too.

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Since Ihumatao is a local issue (located in Mangere, Auckland) this also provided an excellent field trip opportunity. I contacted organisers from SOUL (Save our Unique Landscape) to see if they were willing to take the class through and discuss their various perspectives with students. SOUL were happy to accomodate us and we organised a trip to visit the land. This was a fantastic way for students to see the land, hear stories and gain a deeper understanding of the cultural, archeological and historical significance of Ihumatao. Students then returned to school with a deeper understanding of the issue and heard a variety of perspectives on the issue (SOUL had 4 different speakers talk to the class!).

On reflection it is important to reflect on and change units of work in class and attempt to find issues that engage students and me as their teacher especially in a subject like geography that allows students to explore the world we are living in. Using locally based issues can be a powerful way to bring the issue to live for students especially when field trip opportunities are available. This can allow students to explore the issue and different perspectives first hand rather than reading off a website – this is especially valuable for students whose literacy levels are not good. Lastly, it is important as a teacher of social sciences to keep topics fresh and relevant!

 

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