Purpose – Education for equity in global development and cultural diversity calls for professional capacity building to perceive diverse perspectives on complex procedures of globalisation. The discipline of human geography is such a “provider of perspectives”. The purpose of this paper is to propose a historic series of how theories of geography and human development have emerged. Design/methodology/approach – This paper contributes to education and training by proposing a historic series of how theories of geography and human development have emerged. Findings – The outcomes of this analysis of geographic paradigms offer options for the management of multicultural education in development. A critical synopsis and a combination of various paradigms on global development seem most promising for a holistic and comprehensive understanding of globalisation. Research limitations/implications – In particular, recent developments in human geography exhibit rapidly changing paradigms (ironically called “the Latin America of sciences”) and are hence difficult to systematise. Practical implications – Spaces are understood to be communicational spaces, the substrate of which is enabling communication technologies. The theoretical contemplations of this paper permit to design learning environments, learning styles and related technologies. Social implications – Perception and understanding of contradicting theories on global (economic and human) development facilitate education fostering multiple cultures of understanding. The author's own professional experience shows that only esteem for all paradigms can provide the full picture. Success means “collective production of meaning”. Originality/value – Understanding history frees us to reach future consensus.
Multicultural Education & Technology Journal – Emerald Publishing
Published: Nov 9, 2012
Keywords: Multiparadigmatic; History; Geography; Global development; Paradigms; Education
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