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

Who are the children we teach? Considering identities, place and time-space in education

Hammond, Lauren; (2022) Who are the children we teach? Considering identities, place and time-space in education. Oxford Review of Education 10.1080/03054985.2022.2085086. (In press). Green open access

[thumbnail of Hammond_Who are the children we teach Considering identities place and time space in education.pdf]
Preview
Text
Hammond_Who are the children we teach Considering identities place and time space in education.pdf

Download (1MB) | Preview

Abstract

This article critically considers the importance of educators asking, ‘who are the children we teach?’ before attending to questions of purpose, curriculum and pedagogy. Through examining the relationships between identities, place and time-space, the article contributes to wider debates about how geography can enhance our knowledge of educational institutions, systems, processes, experiences and landscapes. Written in the context of a ‘knowledge turn’ in England – in which supporting young people to engage with disciplinary and subject knowledge has been positioned by some as the central purpose of schooling – the article argues that the geographies of children and young people have, at times, been under-considered in education. To counter this, drawing on a case study of five young people’s narratives about London, the article uses the illustrative example of religion and identity to examine how the young people navigate multiple, sometimes contradictory, social spaces when constructing and representing their identities in London. The article concludes by arguing that for educators to truly empower young people in, and through, their schooling, it is of significant value for them to engage with the geographies of those they teach.

Type: Article
Title: Who are the children we teach? Considering identities, place and time-space in education
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/03054985.2022.2085086
Publisher version: https://doi.org/10.1080/03054985.2022.2085086
Language: English
Additional information: © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.
Keywords: Children’s geographies; geographies of education; geography education; identities; place; time-space
UCL classification: 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
UCL > Provost and Vice Provost Offices > School of Education
UCL
URI: https://discovery.ucl.ac.uk/id/eprint/10149541
Downloads since deposit
30Downloads
Download activity - last month
Download activity - last 12 months
Downloads by country - last 12 months

Archive Staff Only

View Item View Item