Morgan, John;
(2008)
Economies of space and the school geography curriculum.
The Curriculum Journal
, 19
(4)
pp. 325-335.
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Abstract
This paper is about the images of economic space that are found in school curricula. It suggests the importance for educators of evaluating these representations in terms of the messages they contain about how social processes operate. The paper uses school geography texts in Britain since the 1970s to illustrate the different ways in which economic space has been represented to students, before exploring some alternative resources that could be used to provide a wider range of representations of economic space. The paper highlights the continued importance of understanding the politics of school knowledge.
| Type: | Article |
|---|---|
| Title: | Economies of space and the school geography curriculum |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | This paper explores the changing nature of ideas about economic space in geography and how these have been reflected in the school version of the subject. It suggests that school geography has served to promote partial and ideology-laden views of the workings of modern economies and that there is an opportunity to draw upon more sophisticated understandings of economic space. The paper is based on a detailed contextual reading of a series of economic textbooks. This is an electronic version of an article published in Morgan, John (2008) Economies of space and the school geography curriculum. The Curriculum Journal, 19 (4). pp. 325-335. The Curriculum Journalis available online at: http://www.informaworld.com/10.1080/09585170802518022 |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10004336 |
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