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Peer reviewedWellings, Paul – Journal of Geography in Higher Education, 1983
Approaches to teaching the dynamics of development at South Africa's National University of Lesotho are criticized. Teaching development geography, which focuses on articulation and class formation and which rejects the spatial approach, is detrimental to the geography department. The objective should be to provide technical skills unavailable…
Descriptors: Comparative Education, Course Content, Economic Development, Education Work Relationship
