The author draws on interviews, lesson observations, video-recorded lessons, questionnaires, and journal entries from three classrooms in in suburban schools in Georgia to understand the knowledge constructed and produced by teachers and students in Advanced Placement Human Geography courses. He shows that a single textbook defines the scope of geographical knowledge in these courses, that the textbook replaces the experiential knowledge of students and the impact of teachers (who rely on the textbook), and that high AP scores drive the lessons, undermining the aims of critical education. Annotation ©2016 Ringgold, Inc., Portland, OR (protoview.com)
