Author: Walker, Richard
Source: Journal of Geography in Higher Education, Volume 30, Number 3, November 2006, pp. 427-437(11)
Teaching economic geography is not a matter of replicating textbook models. It requires engagement with the ever-changing global economy, which often puts the lie to existing theory. It demands that the teacher break down the economy into its major parts, in a way that students can grasp. This does not mean abandoning theory; on the contrary, it means getting beyond static exchange models to grasp the dynamics of commodity systems, divisions of labour, technology and capital flows. To this, add how geography matters to the way economies work. And always maintain a critical stance toward the world and toward received wisdom.
Document Type: Research Article
Affiliations: Department of Geography, University of California, Berkeley, USA
Publication date: November 1, 2006