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The Place of Geography is designed to provide a readable and yet challenging account of the emergence of gepgraphy as an academic discipline. It has three particular aims: it seeks to trace the development of geography back to its formal roots in classical antiquity; provides an interpretation of the changes that have taken place in geographical practice within the context of Jurgen Haberma's critical theory; and thirdly, describes how the increasing separation of geography into physical and human parts has been detrimental to our understanding of critical issues concerning the relationship between people and environment.
A report on the provision of secondary education from selected countries around the world.
This book provides a unique assessment of the development of research in geography education and its future prospects, offering a challenging critique of subject-based education research, with particular reference to geography education across a range of different jurisdictions. It covers a range of topics, including the changing role of research in geography education; the relationship between education research and professional practice, with special reference to geography education research; the place of academic subject knowledge in geography education research; critiques of the functions of research in geography education; and the key issues for education policy and policymakers concerning educational research at national and international levels. Importantly, in a period marked by radical change for education research and researchers, the book offers a timely appraisal of possible ways forward for geography education research. Addressing the needs of academics, research students, policymakers, and education practitioners who undertake, use or shape the future of research in geography education, it comprehensively explores the forces that have driven the development of geography education research and pedagogy. Further, by positioning its analysis in the context of education policy debates in the UK, and further afield, it assesses the role and function of research in education, and offers an outlook on its future. This book is essential reading for all those who wish to understand the sporadic and increasingly uncertain development of subject-based research in education
"This is a must read for all 11-18 geography educators. It argues for a new geography curriculum founded on a set of major concepts that are profoundly relevant to 21st century life. For years, books on 11-18 geography education have focussed on classroom techniques, new pedagogic technologies and alternative modes of student assessment. Not this one. 'Teaching Geography 11-18' digs deep. It asks not only what geography is for, but bases its answer on a set of key concepts able to sustain an exciting and relevant curriculum. It also grounds its many arguments in the latest geographical research, thus re-establishing the broken connection between geography teaching in schools and that in higher education". Professor Noel Castree, University of Manchester, UK This engaging and stimulating book aims to radically re-shape and sharpen debates in geography education by taking an entirely fresh approach to both the subject and its place in secondary education.Key questions addressed in this book include: What is the place of geography within the secondary school curriculum? To what extent does school geography reflect and engage with contemporary issues and theories from the wider subject? What are the issues, challenges and opportunities of a concept-led approach to teaching geography? What are the implications of ICT, media and technology for the future of geography teaching in schools? Influenced by the revised national curriculum for geography which has reduced the prescribed content to be covered, this book offers an objective view of the concept-led approach. The new focus on concepts represents a significant shift in how geography is to be taught in schools, yet there has been little extended discussion of what a 'concept-led' approach to teaching and learning would entail. This book fills that void by examining geography's key concepts, and providing teachers with a theoretically robust and practical approach to curriculum planning using a concept-led approach. This is essential reading for all secondary geography teachers, trainee teachers and anyone involved with education and curriculum planning.
The term ‘space’ is inherently geographical. Educational provision and activity takes place within spaces ranging from a room at home or in a school to a campus to an administrative area which could be a state within a country, a whole country or a group of countries. Such spaces are known as geographical surfaces. Within these spaces the process of learning and teaching takes place at particular points that are often nodes in a network which may be formal, such as a group of schools or universities, or non-formal, such as in cyberspace. Understanding what goes on depends on the scale at which it is observed, ranging from individuals to global outreach. Altogether, this constitutes the geography of educational reality. This comprehensive volume includes a theoretical background, plus a sample of situations including school level, policy and administration, inequitable access, education hubs, and small states. It offers an introduction to a relatively neglected member of the family of education foundation disciplines, the geography of education. This book was originally published as a special issue of Comparative Education.