The topic not included in geography curriculum in Turkey: Geographical indications
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Almost all countries periodically review and discuss their educational systems and their content due to the growing importance attached to educational activities. The goal here is to allow the use of innovative and different methodologies and to reflect scientific advances and social developments and innovations on school life which is one of the main dynamics of society. However, there are some topics that are never included in teaching curriculums although their content is directly related to the other topics in the curriculum. One of these topics is Geographical Indications (GI). Literature shows the fact that one of the most crucial parts of country and regional development both in scientific and political areas is rural development as emphasized in all platforms. The simplest way to ensure rural development is to make use and market the goods and values produced in rural environments. Based on this, it can be claimed that protecting the goods via GI, which aims to ensure the protection of goods which possess a certain reputation, is actually protecting the producer. Providing value for the product in markets will satisfy the producer in economic terms and the area will develop since the producer will not leave the present location. Therefore, the economy of the country will also benefit. Since GI does not only aim to protect the producer but also the consumer; the producer, consumers and all people in a nation will benefit from this protection. Although it is a rather well established process historically, such a significant program which has come to the fore in the past 30 years in our country is not directly or indirectly included in geography curriculums in Turkey. This study which utilized document review, a qualitative research method, addresses the topic of GI and presents suggestions as to how GI can be included in Secondary School Geography Curriculum for 11 th and 12 th grades and what learning outcomes it can entail.