Deutscher Kongress für Geographie 2017

Eine Welt in Bewegung • Erforschen - Verstehen - Gestalten
30.9. – 5.10.2017 / Eberhard Karls Universität Tübingen

Deutscher Kongress für Geographie 2017

Eine Welt in Bewegung • Erforschen - Verstehen - Gestalten
30.9. – 5.10.2017 / Eberhard Karls Universität Tübingen



Bezogen auf jedes Leitthema (LT1–LT7) sowie von den Teilverbänden angeregt, wird es neun erstklassige Keynotes geben, in der Experten des Faches den Stand der Forschung analysieren und Zukunftsaufgaben definieren. Die Keynotes werden angemessene Zeit für die Diskussion ermöglichen.
Die genaue Terminierung der Vorträge finden Sie in der Programmübersicht.

Die Keynote-Speaker des DKG 2017 in Tübingen sind:

Migration, demography and their political technologies
This presentation considers the relationship between migration and demography, particularly in the context of Europe. While it initially provides a conventional narrative about the „graying" of the richer world and the implications this has for migration and immigration policies with respect to pensions and skills, for example, it seeks primarily to view demography as an anticipatory and practical „political technology" which sets into motion a paradoxical array of arguments about the benefits, possibilities, and the negative consequences of migration. At the same, it legitimates (but not without contestation) a set of instrumental practices in terms of migration. In the face of the political technology we call „demographic challenges" then, more liberal migration/immigration policies are therefore to be viewed as contradictory – sometimes reassuring and sometimes uncomfortable. In sum, demography is a political technology that does not simply reflect some ineluctable reality, but which shapes societies whether conscientiously and purposefully, or in a haphazard and unintended fashion.

Urban Futures – Challenges and Responses
It is apparent that the planet faces a number of interrelated and growing environmental and social challenges. Cities are the key arenas within which these challenges are most felt and within which possible solutions can be explored. This presentation considers the nature of these challenges and their relationships to processes of urbanization. It focuses particularly on the relationships between cities and climate change before moving on to critically review debates about future models of urbanization.

It focuses particularly on the promises and limitations of models of smart and ecocities. The presentation concludes with an attempt to outline some future priorities facing urban policy makers, developers, researchers and citizens. However, it recognizes the scale of the challenge of producing more democratic, sustainable urban futures.

The assessment of global land degradation and restoration for achieving the sustainable development goals
Global land degradation and restoration is emerging as a major concern for achieving sustainable development. The limited land resources of our planet need to be preserved for future generations and a constantly growing population. Out of this consideration a specific target has been included in the recently approved Sustainable Development Goals (SDG) to achieve land degradation neutrality by 2030. A full assessment of land degradation and restoration is on-going by the Intergovernmental Platform for Biodiversity and Ecosystem Services (IPBES) and will deliver in 2018 the first global scientific assessment on land degradation and restoration. This assessment will underpin the implementation of the SDG 15 and its target 15.3 addressing the need to achieve by 2030 a land degradation neutral world. Sustainable Soil Management (SSM) is rapidly emerging as the way forward for protecting the limited soil resources of our planet and reversing current land degradation trends.

Materiality, abstract relations and social change
The main thesis oft he keynote is that materiality does much of the work attributed to abstract relations in the determination of social change.

Gerrymandered risk – the changing context of hazards and disasters
Gerrymandering is a political tool that manipulates electoral boundaries to favor one political party over another in order to gain more electoral power.  In the context of disaster risk, we can use gerrymandering as an analogy for understanding the manipulation of spatial or temporal processes and patterns to advantage or disadvantage certain social groups, thereby creating the uneven landscape of risk. The ability to manipulate science, mute impacts, and gerrymander social processes including governance to privilege one place (or one social group) over another in terms of disaster risk highlights the increasing inequalities in disaster impacts.

This keynote calls for reframing hazards and disaster policy and practice a-way from emergency response to a more integrated hazards science and practice perspective that is oriented towards building a resilient and socially just future. Hazards and disasters are produced through the interaction between society and nature.  The broad social, economic, and historical processes provide the antecedent conditions for societal change as manifested in the built environment (exposure) and in social relations and disparities (vulnerability).  The inherent properties of social systems differentially produce risks.  Coupled with variability in natural systems and processes that initiate hazards and the nonstationarity of temporal change means we can-not predict future disaster risk based on past events.  At the same time institutions and governance structures that manage disaster risks are evolving and in tandem with the "world in motion" — the theme of the conference — create a new context for understanding and coping with disaster risk.  To ignore the ability to spatially or temporally manipulate disaster risk as a mechanism for favoring one social group or one location over another does not bode well for the fairness principle implied in the Sendai Framework for Disaster Risk Reduction, nor do such practices adhere to its practical goal of preventing new and reducing existing disaster risks.

Big data representations of the world in motion
Today, ever more characteristics, actions and activities of citizens are captured than ever before. Yet despite the innovation of new Big Data mining methods, we appear increasingly incapable of developing effective digital representations of the ways in which the social world works – as manifest, for example, in failures to predict the outcomes of events such as elections.

This presentation questions whether this might be because – Big Data are inherently „bad“ data; or the „world in motion“ now simply changes too rapidly for us to keep up with it; or the task of measuring the social world has become intrinsically too difficult.

This discussion has implications for our understanding of „place“ as the distillation of measures of a world in motion. We will reflect upon examples from Big Data analysis in geography that seek to measure, represent and simulate demographic and social change. Particular emphasis will be put on the role of data collected by consumer facing organisations.

Sustainability and Geography education – A matter of perspective?
Whilst the global community of geography educators may have overlapping values related to the design and content of their curriculum, there is less agreement to be found within the scholarly community when considering the meaning of sustainability. The big data suggest trends and provide indicators for economic development and improving social conditions. However, recent movements have reinstated the importance of considering the everyday lives of people within their communities and neighbourhoods. Capacity building for sustainability is contextual, fluid and subject to a complex cocktail of interacting influences. Solutions are not easily found. Nevertheless, there is always a way forward and optimism is essential in our pedagogical processes. Geography Education has a unique role within the broader curriculum framework. Geographers ‘get’ space and place interactions.

Die Zukunft von Stadt und Verkehr – Individualverkehr vs. „neue Mobilität“?
Der Keynote-Vortrag diskutiert, welchem Mobilitätsbedarf Städte und Regio-nen künftig gerecht werden müssen und mit welchen Konzepten dieser Bedarf realisiert werden kann. Er beruht auf aktuellen Befunden der Verkehrsforschung im deutschen und internationalen Kontext. Der Kommentar reflektiert die kommunalpolitische und planerische Relevanz sowie die Anwendungsfähigkeit der im Vortrag entwickelten Überlegungen. Vor dem Hintergrund aktueller Befunde und Prognosen zum künftigen Mobilitätsbedarf in Städten und Regionen werden Perspektiven einer künftigen, nachhaltigen Mobilität beleuchtet. Hierbei wird insbesondere danach gefragt, welche Optionen und Spielräume sich durch die Nutzung neuer Technologien oder innovativer organisatorischer Ansätze eröffnen. Diese Fragen werden zunächst im Hinblick auf die Situation in Deutschland diskutiert, um sodann die Perspektive durch einen Blick auf spezifische Verkehrsprobleme und -lösungen in Städten des globalen Südens, insbesondere in Afrika-Subsahara, zu erweitern. Im Rahmen eines „Kommentars aus der Praxis“ werden die angestellten Überlegungen auf ihre kommunalpolitische und planerische Relevanz und damit ihre Anwendungsnä-he hin „abgeklopft“.

Was guten Geographieunterricht ausmacht – erfolgreichen Unterricht auf der Grundlage geographiedidaktischer Forschung gestalten
Lernende bringen Erfahrungen mit der Welt, sogenannte Alltagskonzepte, in den Unterricht. Alltagskonzepte sind sehr konkret und beruhen auf Intuition, Metaphern, konkreten Informationen der Eltern oder Medien. Den Alltags-konzepten stehen die evidenzbasierten fachlichen Konzepte gegenüber, die zu verallgemeinerndem theoretischerem Denken und dem Erkennen von geographischen Zusammenhängen befähigen sollen.
Im Denken des Individuums beeinflussen sich Alltags- und wissenschaftliche Konzepte gegenseitig.  Das Individuum verknüpft beide unbewusst zu eigenen Erklärungen, ohne darin vorkommende Widersprüche zu bemerken. Deshalb muss Unterricht Lernenden helfen, den Unterschied zwischen dem persönlichen und dem fachlichen Wissen zu verstehen, Irrtümer im persönlichen Wissen zu erkennen und dieses anzureichern. Damit dies gelingt, müssen Alltagskonzepte der Lernenden im Unterricht Berücksichtigung finden. Eine Konkretisierung dieses Ansatzes ist das Modell der didaktischen Rekonstruktion. Im Vortrag wird mit Bezug auf Erkenntnisse aus der Forschung an einem Beispiel aus dem Geographieunterricht aufgezeigt, wie mit dem Modell kognitiv aktivierender Unterricht entwickelt werden kann.