截图源自：https://igc2024dublin.org/
国际地理联合会（International Geographical Union）2024年将在爱尔兰都柏林举办第35届国际地理大会。这个会议对于世界各地的地理人来说是四年一次的盛会。
截图源自：https://igu-online.org/
这次大会摘要投稿的截止日期就是明天 2024年1月12号。
我第一次参加是在2016年的北京，第33届国际地理大会。那一年我硕士毕业，跟着我的导师段玉山教授参加，见证了2016年地理教育国际宪章的发布。这是1992年宪章的修订版。
https://www.igu-cge.org/charters/
我有幸在宪章发布前就在美国旧金山参会时采访了地理教育委员会（Commission on Geographical Education）的主席，以《2016地理教育国际宪章动向解读——专访IGU-CGE主席Joop van der Schee教授》为题采访发表在《地理教学》杂志2016年第9期。
我第二次参加是在2022年的巴黎（原定于2020年），第34届国际地理大会，也是纪念。当时我正在博士论文写作的胶着状态，希望能够更多了解地理学界的前沿研究，因此和我认识的巴西同行说好了一起参加。当时我对自己的研究很没有信心，也在犹豫期间错过了投稿日期，就是去听听别人都在做些什么研究。但也正是去参加这次会议让我认识到了世界各地的职业生涯早期研究者 ，我们初步成立了一个交流网络。
https://www.ugiparis2022.org/en/nbsp/4
而这次参加是第三次参加，一回生二回熟三回就是老朋友了。我这次在都柏林会议开始之前就知道我不想只是做一个报告，而是希望能够组织一个报告会，能够邀请我想要一起交流的同行、前辈来到我组的这个分会场，探讨地理教育和可持续发展教育的创意研究方法。
因为之前我已经参与创建了面向职业生涯早期研究者的交流网络，所以我很快就找到了志同道合的伙伴，可以一起组织，也有愿意投稿给这个主题的同行、前辈。
如果你在做的研究也是与“创意方法（creative methods）”、“地理教育（geography education)”和“可持续教育（education for/as sustainable development）”相关，你也在考虑今年8月去都柏林参加国际地理大会，那么欢迎投稿！
如果想了解更多关于摘要投稿的要求，可以参见IGC Dublin的网站，会有详细介绍：https://igc2024dublin.org/call-for-abstracts/
我把我合作组织的这个报告会的主题放在这里：
This session encourages early career researchers to share their creative and innovative approaches to geography education. The session calls anyone who self-identifies as early career researchers and interested in study the intersections of geography and education to bring up topics for discussion, including but not limited to:
Interdisciplinary collaboration, such as art-based methods and creative community engagement to learn and act in response to climate challenge, collaborate with other school subjects to re-teach and rethink sustainability
Intercultural perspectives on embracing different cultures to imagine diverse futures of geography education from primary to tertiary education and other educational scenarios (e.g. museums, national parks, community centres)
Education for or as sustainable development, acknowledging all efforts that have been made in the context of ESD 1 while advocating for a critical view in the sense of a more contemporary understanding with regard to content and teaching methods (ESD 2 / ESD 3)
Sustainability for who and what? Discuss the influence of theories (e.g. critical pedagogy, eco-feminism, or post-humanism) on geography education
Participatory methods to diversify geography curriculum, such as decolonising geography curriculum, mapping women geographers' contribution to geography, intersectional feminist approaches, make geography curriculum more inclusive
Teaching and educating as transformative practice of freedom, e.g. applying the lens of critical theories to redesigning teacher education, professional development and classroom practices
Explore the potential influence from AI and GeoSpatial technology on learning and teaching climate change and sustainability
Highlight the potential on game-based-learning methods on teaching/learning climate change and sustainability
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