Geography Education and Economic Education

The research group is dedicated to the didactics of the subject geography and economic education in research and teaching with particular interest in transformative learning.

Teacher education

We are dedicated to teacher education for the subject of geography and economic education and are in close dialogue with the related disciplines of geography, economics and educational science.

In line with the concerns of reflexive professionalisation, we explore, test and discuss ways to the design of geography education and economic education in schools with our students on the one hand and dedicate ourselves to the theory- and research-led reflection of praxis on the other. 

In the development of our teaching and continuous professional development activities, we cooperate with the University College of Teacher Education Styria, the University College of Teacher Education Augustinum, the Styrian Directorate of Education and regional teachers in the Regional Centre for Didactics in Geography and Economics (RFDZ-GW).

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Profile of the research group

We ask about the contribution of geography and economic education to empowering children and young people to participate in negotiating and shaping a social-ecological transformation.

 

We are interested in how the subject of geography and economic education can address multiple crises in a planetary perspective and open up opportunities for children and young people to encounter the world, critically and reflectively question power relations, understand problems and contexts, discuss different solutions and develop visions for livable futures. In this way, geography education and economic education enables students to participate responsibly in shaping a livable future for all.

 

In current projects, we are concerned with fostering transformative learning in the context of a social-ecological transformation, the re-politicisation of sustainability (education), dealing with controversy in the classroom and the role of emotions in these contexts.

Research focus

  • Transformative learning–transformative education
  • Emancipatory education for sustainable development
  • Geographical media education in digital cultures
  • Participatory research and teaching formats
  • Reflective and transformative teacher training
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The team

Our projects

Ecological Making through Intercultural Cooperation through STEAM

In EMIC-STEAM, mobile interdisciplinary MakerBoxes (MMB) are being developed that enable a comprehensive approach to the climate crisis in school contexts. To this end, the MMBs combine science, social science, and aesthetic research approaches to the climate crisis in the lifeworlds of children and young people, thereby making a contribution to transformative education. The inclusion of girls in the interdisciplinary research contexts is of particular importance, as EMIC-STEAM pursues a STEAM approach.

 

PhD Candidate: Philipp Wilfinger, MA

Cooperation: Teacher College Weingarten (DE); University do Minho (PR); Linne Universitet (SE)

Funding: European Commission (ERASMUS+ KA220SCH)
Timeframe: 10/2024-09/2027

Tackling ESD related wicked problems in geography teacher training with multimodal vignettes

As part of the EU-funded Cooperation Partnership in Higher Education, we are working with TU Dresden and Fontys University of Applied Science in Tilburg to develop an ESD teaching concept to improve pre-service teacher education in European exchange. The teaching concept is dedicated to the teaching of complex and controversial topics in the context of social-ecological transformation based on the reflection of authentic teaching situations.

PhD candidate: Elena Flucher, MA

Cooperation: TU Dresden (DE); FONTYS Tilburg (NL)

Funding: European Commission (ERASMUS+ KA220HED)
Timeframe: 10/2023-09/2026

Food consumption as everyday transformation: participatory research and social learning for socia-ecological change

As part of EAT+CHANGE, pupils from three secondary schools in Graz are working as co-researchers with academic researchers from the University of Graz to investigate food practices and their socio-cultural contexts in everyday life. The co-researchers identify strengths, weaknesses, and potential for change in local environments. In doing so, previously invisible layers of knowledge are made visible, and a dialogue is sparked with the local public.

PhD candidate: Mag. Daniela Lippe

Funding: BMBWF (Sparkling Science 2.0)

Timeframe: 10/2022–09/2025

  • NormESD
  • Schulatlas Steiermark
  • Umweltbildungsplattform AGUAStud