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Each of us has a different geographical education and a story to tell. Throughout your own school and university education, the geography you have learned has been partly controlled by your teachers, but it is also determined by where and when you went to school, as well as by your own agency, as a student. The geography learned by young people is shaped by government policy, relationships between geography (the academic discipline) and the school subject, school systems, local and wider cultures, socio-political contexts and by the young people in the classroom. Education is always political. This module examines geography education, past, present, and future. Geography in schools is the focus, with some other educational contexts considered. The module offers a space for you to reflect on your own geographical education, considering how and why geography education varies. You are encouraged to think about the potential of geography in education, as the world changes.

The first half of the module looks at the big picture of geography education past and present. We deal with philosophical matters of what it means to be ‘well educated’ and how geography contributes to a high-quality education. We unpack the key ideas of curriculum,ÌýpedagogyÌýand assessment in geography, often considering the political dimension – of what and who controls the geography that gets taught in schools. We also consider young people’s perspectives on geography as well as the impact of changing technology and GIS on school geography. The second half of the module explores some of the most pressing issues for geography education including: racism and decolonising the curriculum; climate change and sustainability; exam-culture in schools; geography and children with special needs and the wellbeing agenda; and the future of geography teaching (how to keep the profession relevant, exciting and an attractive prospect).

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Prerequisite knowledge

This module is open to all students of geography with an interest in examining the relationships between geography and education. Although this module is structured in terms of areas of focus, there are also opportunities for you to make connections with other modules you have studied and your own areas of interest in geography. For example, by investigating how a particular area of geography (e.g., urban geographies or geopolitics) is represented and communicated differently in different educational spaces. There are also opportunities to focus on specific dimensions of education – for example, curriculum, pedagogy, education and sustainability education, and/or challenging injustices in, and through, education.

Career skills the module will develop

The module is of value to all students of geography, in gaining a wide lens view of educational systems and processes. The module is of particular interest to those considering working and/or researching in education after their degree. Possible careers that this module links to include (but are not limited to): teaching at primary or secondary level; further study at Masters or Doctoral level; working for a think tank; working for the civil service in education; working for an NGO; and working with children or young people - for example, at a museum.

The module will develop the following skills, which are of value to a range of careers within and beyond education:

Academic skills including critical reading and writing, and research.

Speaking and presentation skills through seminar discussions.

Critical consideration of ethics, power, and positionality in education.

Reading and interpreting educational policies and plans at a range of scales from the national to the classroom.

Skills in, and knowledge about, educational practices – including teaching and learning.

Module aims

To examine the relationships between geography and education.

To critically consider how, and why, geography is an important element of a person's formal education and everyday life - and to explore the relationship(s) between these spaces.

To examine the history of formal education, considering how schooling has been shaped and by whom.

To investigate ‘the gap’ between geography in schools and universities – considering both transition and how knowledge and ideas move between these spaces.

To examine how socio-political and environmental in/justices have been reproduced in, and through, education and to consider how these injustices can be challenged.

To develop a critical understanding of geographies of education and educational spaces.

To consider the ‘place’ of children’s geographies in education.