This book examines the intersections between children, education and geography. With a particular focus on childrens 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 childrens geographies, as well as teachers of geography, both new and experienced.
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 Childrens geography and schools: Beyond the mandated
curriculum Section two: Childrens geographies and their significance in, and
to, everyday life and education 5 Connecting childrens and young peoples
geographies and geography education: Why this matters to and for children,
education and society 6 Becoming acquainted: Aspects of diversity in
childrens 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 individuals education 9 Young peoples
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
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.
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