Transformative Pedagogy for Re-orienting Geography Teaching

Abstract

This paper examines transformative pedagogy as a framework for re-orienting geography teaching at the secondary level. Drawing on critical pedagogy, transformative learning, culturally relevant pedagogy, and related theoretical perspectives, the study identifies key components that can move geography education beyond transmission-oriented and rote-learning practices. A qualitative approach is employed through document analysis, content analysis, thematic analysis, classroom observation, and semi-structured interviews. The study considers curriculum frameworks, geography textbooks, and the classroom practices of secondary-level geography teachers in selected blocks of Darbhanga District, Bihar. The analysis identifies six major components of transformative pedagogy: experiences and beliefs; freedom and liberation; critical thinking and dialogue; cultural competencies and multiculturalism; sociopolitical consciousness and self-concept; and rational discourse with problem-posing education. The findings indicate that geography teaching can support critical thinking, environmental stewardship, cultural competence, sociopolitical awareness, and active citizenship when these components are meaningfully integrated. The paper also highlights implementation challenges and emphasizes curriculum reform, teacher professional development, inquiry-based learning, experiential activities, and appropriate use of technology for more engaging and transformative geography education.