Morgan, John;
(2008)
Contesting Europe: representations of space in English school geography.
Globalisation, Societies and Education
, 6
(3)
pp. 281-290.
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Abstract
The development of national education systems was premised on the assumption that they would offer particular representations of the ‘national space’, and school subjects such as geography and history offered pupils specific accounts of space and time. The project of European integration suggests the need for school curricula to offer alternative ways of imagining space. This essay examines the representation of European space in school geography textbooks. The analysis suggests that the texts contain different versions of the ‘politics of space’ and that there is a need for a critically-reflexive stance on the ‘geographies of Europe’ as taught in schools.
| Type: | Article |
|---|---|
| Title: | Contesting Europe: representations of space in English school geography |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | This paper is an exploration of how ideas about European space are represented in school geography texts. It is part of a special issue of this highly-regarded journal which explores the theme of how European education space is being re-structured. The contribution this paper makes is that we should investigate the major site where students are introduced to the shape of 'Europe' - that is, the curriculum. This is an electronic version of an article published in Morgan, John (2008) Contesting Europe: representations of space in English school geography. Globalisation, Societies and Education, 6 (3). pp. 281-290. Globalisation, Societies and Education is available online at: http://www.informaworld.com/10.1080/14767720802343340 |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10004335 |
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