Didactics of and through Historical Geography Research: A Proposal for an Educational Workshop Based on Historical Iconographic Sources, Field Work and Cartographic Approaches

Recently, a wide debate has emerged in geographical studies regarding how to organize workshops and interactive training projects. However, this topic appears to be less frequently addressed within the field of historical geography. Inspired by reflections on participatory didactic of and through research, this article shares an educational project focused on the use of sources, tools, and methods that are specific to historical geography. In particular, the paper offers a historical geography competence-oriented framework based on GIS, field work and Repeat Photography applied to iconographic sources produced during the Grand Tour. The result is a competence-based didactic path built through research methods and tools that seeks to provide multiple skills to academic students of geography, as well as archaeology, history, or art history. Learning outcomes and tasks are discussed with reference to EU key competences and geographical competences. In conclusion, it is argued that this fr...

Recently, a wide debate has emerged in geographical studies regarding how to organize workshops and interactive training projects. However, this topic appears to be less frequently addressed within the field of historical geography. Inspired by reflections on participatory didactic of and through research, this article shares an educational project focused on the use of sources, tools, and methods that are specific to historical geography. In particular, the paper offers a historical geography competence-oriented framework based on GIS, field work and Repeat Photography applied to iconographic sources produced during the Grand Tour. The result is a competence-based didactic path built through research methods and tools that seeks to provide multiple skills to academic students of geography, as well as archaeology, history, or art history. Learning outcomes and tasks are discussed with reference to EU key competences and geographical competences. In conclusion, it is argued that this framework can assert the centrality of the spatial approach, in dialogue with other diachronic disciplines, as recommended by the national and international debate.