2024/10/01 by Vishnu Prahalad, Charlotte Earl-Jones, Julie Davidson · 1 voice
Social Sciences · #Geography Education and Pedagogy #Educator Training and Historical Pedagogy #Indigenous and Place-Based Education
paper · doi:10.1080/00049182.2024.2434294
openalex publication_date 2024/10/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/06/16
Despite many arguments from scholars in support of the value of geography education, the power of geographical thinking, and the critical role it can play in preparing students to deal with a world of dynamic complexity and multiple uncertainties, the reality is that the uptake of geography education at senior secondary and tertiary education levels has been in decline for some time. Our study seeks to investigate this paradox by drawing on the lived experiences of geography educators to both broaden and deepen our understanding of the opportunities and barriers that enable or impede students from studying geography at senior secondary and tertiary levels across Australia. Drawing on the experiences of geography educators, we identify key barriers to its uptake – out-of-field teaching, a lack of clear disciplinary identity, unavailability of the subject in schools, a lack of geographical career pathways, and a wider education crisis. In addressing these barriers, we outline key potential enablers, including upskilling teachers, reframing geography's identity, and creating career pathways for students. We expect this study to help inform and facilitate the development of tailored and strategic responses that encourage and enable more students to undertake geography education at these levels.