Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/24101
Title: 
Authors: 
Keywords: 
Waterscapes
Hydrosocial cycle
Socio-hydrology
IWRM
WSUD
Water resource management
Water resource education
Issue Date: 
2022
Citation: 
Irvine, K. N., Chang, C. H., Seow, T., Das, D., & Loc, H. H. (2022). Framing human-environment connections through waterscapes: A geographic lens for teaching and learning about water resources. Research in Geographic Education, 22(2), 21-48. https://gato-docs.its.txstate.edu/jcr:f7d53cf8-2715-4cac-b4b1-e4d1c7949ab0/Irvine et al.pdf
Journal: 
Research in Geographic Education
Abstract: 
The concept of “waterscapes” is examined, with a focus on applications in secondary schools and the pedagogy for undergraduate geography students. The waterscape emphasis on external flows of capital, political relations, and policy that interact with the physical watershed, as well as the hydrosocial cycle, are particularly well suited to support teacher pedagogical content knowledge because of the flexibility in interpreting and applying concepts using what we have termed “the shallow sustainability approach”. Employing case studies from the Singapore geography curriculum, we explore new pathways for the traditional interpretation of waterscapes that include linking mathematical modelling of hydrologic systems with rich local narratives.
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