Hammond, Lauren;
Healy, Grace;
Bladh, Gabriel;
Tani, Sirpa;
(2024)
Reflecting on the powers, possibilities and constraints of geography curricula in England, Finland and Sweden.
Journal of Curriculum Studies
10.1080/00220272.2024.2420366.
(In press).
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Abstract
National curriculum statements found within the Official Recontextualising Field (ORF) provide an insight into how geography as a school subject is conceptualized in a country’s education system. National curricula can shape teachers’ agency in curriculum making and what, how and where children and young people study and learn geography. This paper engages with the lower secondary national geography curriculum for England, Finland and Sweden. We examine the structure and nature of the national geography curricula in each country, before drawing on the threefold arrangement of geographical knowledge as a tool for the analysis of the curricula. Our analysis found that deep and descriptive world knowledge forms the largest proportion of all three national curricula documents, and we argue that this can lead to a potentially limited conceptualization of geographical knowledge and representation of geography. We also suggest that the threefold arrangement could more actively engage with political dimensions when considering futures, and that there should be greater attention paid to the histories and geographies of the discipline (geography) in school geography.
| Type: | Article |
|---|---|
| Title: | Reflecting on the powers, possibilities and constraints of geography curricula in England, Finland and Sweden |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/00220272.2024.2420366 |
| Publisher version: | https://doi.org/10.1080/00220272.2024.2420366 |
| Language: | English |
| Additional information: | © 2024 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 License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on whichthis article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent. |
| Keywords: | National curriculum, geography education, school geography, recontextualisation, geographical knowledge |
| 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/10198407 |
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