UCL Discovery
UCL home » Library Services » Electronic resources » UCL Discovery

Geography teacher educators' perspectives on the place of children's geographies in the classroom

Hammond, L; McKendrick, JH; (2020) Geography teacher educators' perspectives on the place of children's geographies in the classroom. Geography , 105 (2) pp. 86-93. Green open access

[thumbnail of Hammond_and McKendrick.pdf]
Preview
Text
Hammond_and McKendrick.pdf - Accepted Version

Download (816kB) | Preview

Abstract

While many have extolled the benefits of incorporating children’s geographies in school geography (Biddulph, 2012; Yarwood and Tyrell, 2012; Roberts, 2017), its place in the classroom is uncertain (Catling, 2011; Hammond, 2020). To gain a more nuanced understanding of how, and why, children’s geographies are drawn upon and engaged with in school geography, this article examines the philosophies and experiences of geography teacher educators. In doing so, it draws on research conducted by the authors during the 2019 Geography Teacher Educator conference held in Bristol, England. Participants engaged in a reflective discussion about children’s geographies, which was framed by Castree et al.’s (2007) notion of ‘borders’ existing between academic and school geography. It transpires that while many geography teacher educators perceive that children’s geographies is fundamental to teaching geography, they identify gaps in their knowledge of the sub-discipline that compromise their ability to utilise it. Furthermore, geography teacher educators opined that the wider context of accountability and performativity that pervades schooling in England today renders it challenging both to explore children’s geographies in the classroom and to develop their knowledge of the field.

Type: Article
Title: Geography teacher educators' perspectives on the place of children's geographies in the classroom
Open access status: An open access version is available from UCL Discovery
Publisher version: https://www.geography.org.uk/Journal-Issue/9c270bb...
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/10098046
Downloads since deposit
314Downloads
Download activity - last month
Download activity - last 12 months
Downloads by country - last 12 months

Archive Staff Only

View Item View Item