2nd Edition

Debates in Geography Education

Edited By Mark Jones, David Lambert Copyright 2018
    342 Pages 24 B/W Illustrations
    by Routledge

    342 Pages 24 B/W Illustrations
    by Routledge

    Debates in Geography Education encourages early career teachers, experienced teachers and teacher educators to engage with and reflect on key issues, concepts and debates. It aims to enable readers to reach their own informed judgements with deeper theoretical knowledge and understanding.

    The second edition is fully updated in light of the latest research, policy and practice in the field, as well as key changes to the curriculum and examination specifications. Expert contributors provide a range of perspectives on international, historical and policy contexts in order to deepen our understanding of significant debates in geography education.

    Key debates include:

    • geography's identity as an academic discipline;
    • what constitutes knowledge in geography;
    • places and regional geography;
    • what it means to think geographically;
    • constructing the curriculum;
    • how we link assessment to making progress in geography;
    • the contribution of fieldwork and outdoor experiences;
    • technology and the use of Geographical Information;
    • school geography and employability;
    • understanding the gap between school and university geography;
    • evidence-based practice and research in geography education.

    The comprehensive, rigorous coverage of these key issues, together with carefully annotated selected further reading, will help support and shape further research and writing. Debates in Geography Education is a key resource that is essential reading for all teachers and researches who wish to extend their grasp of the place of geography in education.

    Mark Jones is Senior Lecturer in Education at the University of the West of England, Bristol, UK

    David Lambert is Professor of Geography Education at UCL Institute of Education, London, UK

    Abbreviations

    Contributors

    Introduction: the significance of continuing debates

    MARK JONES AND DAVID LAMBERT

    PART I

    Policy Debates

    1 Geography in the National Curriculum for Key Stages, 1, 2 and 3

    JOHN HOPKIN AND FRAN MARTIN

    2 Geography in the examination system

    DAVID GARDNER

     

    PART II

    ‘Classroom’ Debates

    3 Place in Geography: Change and Challenge

    ELEANOR RAWLING

    4 The Place of Regional Geography

    ALEX STANDISH

    5 Physical Geography

    DUNCAN HAWLEY

    6 Making progress in learning geography

    LIZ TAYLOR

    7 Understanding conceptual development in school geography

    CLARE BROOKS

    8 The enquiry approach in geography

    JANE FERRETTI

    9 Personalising learning in geography

    MARK JONES

    10 Formative assessment

    PAUL WEEDEN AND MICHAEL SIMMONS

    11 Curriculum enactment

    MARY BIDDULPH

    12 The place of fieldwork in geography education

    LAUREN HAMMOND

    13 The impact of technology on geography and geography teachers

    ALAN PARKINSON

    14 Using Geographic Information (GI)

    MARY FARGHER

    15 Geography and ‘employability’

    JOHN LYON

    16 Handling controversial issues in geography

    DAVID MITCHELL

     

    PART III

    Subject Debates

    17 The Anthropocene and the global

    CHARLES RAWDING

    18 Geography's identity as an academic discipline

    NICK CLIFFORD

    19 Understanding the gap between schools and universities

    GRAHAM BUTT AND GEMMA COLLINS

    20 Re-contextualising geography as a school subject

    ROGER FIRTH

    21 Are we thinking geographically?

    JOHM MORGAN

    22 Evidence-based practice and reseach in geography education

    ROGER FIRTH AND CLARE BROOKS

    Acknowledgments

    Index

    Biography

    Mark Jones is Senior Lecturer in Education at the University of the West of England, Bristol, UK

    David Lambert is Professor of Geography Education at UCL Institute of Education, London, UK

    ‘Due to its rich and stimulating background theory and thinking relating to current geography teaching, it is an essential read for all geography teachers however experienced…This book does what no other geography education text does in one volume – it raises questions about the nature of geography teaching – and although scholarly, it makes the ‘problematic’ in geography teaching accessible. The judges were impressed by the array, depth and contemporary nature of the chapters reflecting current curriculum and assessment issues.’ - Geographical Association Publishers Awards: Silver Award winner