2026/06/09 by John Morgan · 1 citation
Social Sciences · #Geography Education and Pedagogy #Historical Geography and Geographical Thought #Indigenous and Place-Based Education
paper · pdf · doi:10.1080/00221341.2026.2672300
crossref issued 2026/06/09 · crossref published 2026/06/09 · crossref published-online 2026/06/09 · openalex publication_date 2026/06/09 · crossref created 2026/06/09 · openalex created_date 2026/06/10 · crossref published-print 2026/07/04 · openalex updated_date 2026/07/08 · crossref deposited 2026/07/29 · crossref indexed 2026/07/29
We often are told that ‘Geography matters’. This paper - which comes from the British school of Geography Education, argues for a political theory of the curriculum ‘political theory of the curriculum’ and explores how this might be understood in three national traditions – the UK, New Zealand, and the United States. These cases indicate that the representation of national space in geography teaching is always open to contestation, and that geography teachers are involved in acts of cultural critique. The concluding part of the paper identifies some common features and speculates on the implications for teacher development in geography.