Children, Education and Geography

Rethinking Intersections
1. Auflage 2022
ISBN: 978-1-032-14746-8
Verlag: Routledge

Buch, Englisch, 280 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 590 g

This book examines the intersections between children, education and geography. With a particular focus on children’s geographies and geographies of education, the book draws upon cutting-edge research to consider how geographical education can be enhanced through increased engagement with these fields.

The book is underpinned by the position that the lives of children and young people are inherently geographical, as are educational institutions, systems and processes. The volume explores the ways in which the diverse relationships between children, education and geography can enrich research and work with, and for, children and young people. Chapters in this book consider how in/justices are (re)produced through education. Chapters also explore how insights generated by thinking in, and across, geography and education can be used to support and empower young people in both formal education and in their everyday lives.

Ultimately, this book is written for children and young people. Not as the readership, but as people, often marginalised in decision making at a variety of scales in education, and who, we contend should be at the heart of all educational thinking. The book is of value to undergraduate and post graduate students interested in geography education and children’s geographies, as well as teachers of geography, both new and experienced.

Zielgruppe

Postgraduate and Undergraduate Advanced

Autoren/Hrsg.

Hammond, Lauren

Biddulph, Mary

Catling, Simon

McKendrick, John H.

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Weiterführende Schulen

Inhaltsverzeichnis

Introduction 1 The child and their (geographical) education Section one: Geographies of education and educational spaces 2 Geographies of education at macro-, meso- and micro- scales: Young people and international student mobility 3 Geographies of education spaces: Architecture, materialities, power, and identity 4 Children’s geography and schools: Beyond the mandated curriculum Section two: Children’s geographies and their significance in, and to, everyday life and education 5 Connecting children’s and young people’s geographies and geography education: Why this matters to and for children, education and society 6 Becoming acquainted: Aspects of diversity in children’s geographies 7 Student voice, democratic education and geography: Reflecting on the findings of a survey of undergraduate geography students 8 The value of geography to an individual’s education 9 Young people’s geographies, schooling, and the curriculum problem: Where have all the cool places gone? Section three: Progressive geographies in education 10 De/colonizing the (geography) curriculum 11 Climate Change Education: Following the information 12 Expanding students’ concept of ‘home’: teaching migration with a geographic capabilities approach 13 Looking closely for environmental learning: Citizen science and environmental sustainability education 14 Paying attention with more-than-human worlds: Field-visiting Conclusion 15 Moving forwards: Strengthening engagement across the intersections between children, education and geography

Über Autor(innen)

Lauren Hammond is Lecturer in Teacher Education at Moray House School of Education and Sport, University of Edinburgh.

Mary Biddulph is a former Senior Lecturer in Geography Education at the University of Nottingham.

Simon Catling was a teacher for 13 years in inner London primary schools and moved to Oxford Brookes University in 1984, where he taught geography education and education modules with prospective teachers and education studies students until his retirement in 2012.

John H. McKendrick co-directs the Scottish Poverty and Inequality Research Unit at Glasgow Caledonian University, where he is Professor of Social Justice.